The present study was conducted to test the effects of exercise stress on the ECG of the congenitally deaf children from school for deaf, in view of the occurrence of the Jervell-Lange Neilsen (Surdo Cardiac) variant of the Long QT Syndrome (LQTS) in them. An ECG Lead II was recorded at rest and after two minutes of static jogging. For comparison, the same protocol was repeated in normal health...

The purpose of this study was to investigate the impact of a cochlear implant (CI) on the motor development of deaf children. The study involved 36 mainstreamed deaf children (15 boys, 21 girls; 4- to 12-years old) without any developmental problems. Of these children, 20 had been implanted. Forty-three hearing children constituted a comparison group. Motor development was assessed by three sta...

Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage...

BACKGROUND This study seeks to analyse the relationship between behaviour problems in deaf children and their auditory and communication development subsequent to cochlear implantation and to examine the incidence of these problems in comparison to their hearing peers. METHOD This study uses an ex post facto prospective design with a sample of 208 Spanish children, of whom 104 were deaf subje...

Deaf children tend to fall behind in mathematics at school. This problem may be a direct result of particular experiences in the classroom; for example, deaf children may find it hard to follow teachers' presentations of basic, but nevertheless quite abstract, mathematical ideas. Another possibility is that the problem starts before school: They may either be worse than hearing children at earl...

This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship re...

objectives: profound hearing loss encounters children with delay in speech and language. as it is known language acquisition in young deaf children is a lengthy process, but cochlear implanted children have better spoken language skills than if they had not received the device. according to the importance of cochlear implant in deaf child's language development, this study evaluates the ef...

This study investigated deaf adolescents' implicit and explicit awareness of subject-verb number agreement. In Experiment 1, a self-paced reading task, the reading times of deaf and hearing children (matched for reading and chronological age, mean=8;3 and 13;10 years) increased when sentences contained disagreeing subject-verb number markers. However, deaf adolescents' slowing occurred later in...

This paper describes the impact of the use of cochlear implants with deaf children in Norway over the last 20 years and examines how this intervention has raised new expectations and some tensions concerning the future of education for deaf students. The paper reports on two national studies of communication within school learning environments and the educational experiences of young children w...

The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the ...