Learning Process of the Language Symbols in A Severely Deaf Child

Abstract

The training process of a severely deaf child who was diagnosed to have a difficulty in using the auditory modality was reported. We used a multisensory-approach for her education which included auditory and written language comprehention, lip reading, and oral and written language expression. The conclusions arc as follows: 1) Written language was acquired independently of and earlier than oral language in her comprehension and expression processes. 2) Twelve stages were observed in her learning process in which three transferring routes were recognized; from written language comprehension to oral expression, from lip reading to written language comprehension, and vice versa. 3) This study suggests that early presentation of written language is important for hearing-impaired children because early acquirement of written language could compensate the retarded language development. 4) It also suggested that when planning an educational program, it is important to consider the individual difference in transferring routes in each developmental stage. © 1979, The Oto-Rhino-Laryngological Society of Japan, Inc. All rights reserved.