|||  Journal title: Audiology | Publisher: Tehran University of Medical Sciences | Website: http://aud.tums.ac.ir | Email: aud@tums.ac.ir   |||
   [Home ] [Archive]   [ فارسی ]  
:: Main :: About :: Registration :: Submission :: Current Issue :: Archive :: Contact :: Search ::
:: Volume 20, Issue 1 (27 2011) ::
aud 2011, 20(1): 9-15 Back to browse issues page
The comparison of primary verbal, nonverbal and mathematical concept formation in 4-6-year-old children with normal and impaired hearing
Marziyeh Kazemtarghi 1, Farnaz Keshavarzi Arshadi1, Mahdiyeh Salehi1
1- Department of Psychology, Faculty of Psychology and Social Sciences, Islamic Azad University, Central Tehran Branch, Tehran, Iran
Abstract:   (13658 Views)

Background and Aim: Hearing impairment through the primary episode of development has an undeniable effect on communicative language and cognitive ability of children. The purpose of this study was to compare primary verbal, nonverbal and mathematical concept formation, between children with and without hearing impairment.
Methods: In this study 88 children with normal and impaired hearing were compared in four-, five- and six-year old age groups. Normal children were selected randomly and the other group consisted of the available children with impaired hearing. To evaluate verbal, nonverbal and mathematic concepts, a test was designed and developed based on language and cognitive developmental scale in normal children.
Results: Significant difference was seen in the average scores in each concept class between normal and impaired hearing group in all age groups (p<0.05). There was no statistical significance between girls and boys. Hearing groups had statistical significant difference in each group of concepts (p<0.001). Age had statistical significance only in mathematics&apos concepts (p=0.001).
Conclusions: This study supports the necessity of assessing the understanding of verbal, nonverbal and mathematic concepts, as well as cognitive and verbal skills in children with hearing impairment, prior to any formal education program planning. The curriculum should be arranged according to these abilities and skills. Otherwise it would be hardly practical and functional for these children to go through the curriculum which is planned without any notion to their basic abilities.

Keywords: Hearing impairment, impaired hearing children, primary concepts, verbal concept formation, nonverbal concept formation
Full-Text [PDF 172 kb]   (3350 Downloads)    
Type of Study: Research |
Received: 2010/04/3 | Accepted: 2010/08/20 | Published: 2013/10/12
Send email to the article author

Add your comments about this article
Your username or Email:


XML   Persian Abstract   Print

Volume 20, Issue 1 (27 2011) Back to browse issues page
شنوایی شناسی - دانشگاه علوم پزشکی تهران Bimonthly Audiology - Tehran University of Medical Sciences
Creative Commons Attribution-NonCommercial 3.0

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly.

Persian site map - English site map - Created in 0.22 seconds with 31 queries by YEKTAWEB 4227