Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

Alfabetul dactil și influența dactilării asupra abilităților de citire a copiilor cu dizabilități auditive

Finger spelling and its influence upon reading skills in the context of hearing disability


This paper assess fingerspelling as a part of Sign Language communication of Deaf persons and the alternative to be a way of increasing reading skills of Deaf children. A short history review is provided together with theories and models that are addressing fingerspelling. It will be underlined that fingerspelling positively correlates with strong reading skills. Strategies and an intervention program for developing fingerspelling skills will be recomended in the last part of this paper.

Keywords: fingerspelling, reading skills, phonological awareness, hearing impairment

DOI: 10.26744/rrttlc.2018.4.1.03

Published on line: 15/03/2018


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The impact of acoustic environment on communication in classroom setting

Impactul mediului acustic asupra comunicării în sala de clasă

The impact of acoustic environment on communication in classroom setting


Past investigations demonstrated that the acoustical environment is a critical factor in communication,
regardless whether it refers to adults or children, normally developed or with different types of disabilities.
This study examines several acoustical microbarriers, such as: noise, reverberation and speaker-listener distance, and the impact of these variables on the speech perception abilities of both children with hearing loss and children with normal hearing.
From a practical standpoint, we discussed several methods for eliminating some of these communication barriers, such as improving the acoustical environment in the classroom and managing student’s behavior.
The study also presents some of the effects of the acoustical environment on the children’s academic achievement, as well as behavior when speech perception is compromised, ending with suggestions on using smart technology applications for monitoring the noise level hence the student’s behavior in the classroom.

Keywords: Semantic network, hearing impairment, vocabulary

DOI: 10.26744/rrttlc.2016.2.1.10

Published on line: 15/03/2016


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Speech intelligibility in the context of hearing impairments

Aspecte ale inteligibilităţii vorbirii la copiii cu dizabilități auditive

Speech intelligibility in the context of hearing impairments

Liana Angela (ROȘCA) MUŞUŢAN

Speech intelligibility of people with hearing disability, who are using a conventional or digital hearing aid or a cochlear implant, is an essential factor that interferes in the communication process with people with normal hearing. Without being understood oral language cannot be an efficient and safe way in the communication process, and in this case, the language cannot exercise its primary function of communication.
The current study aims to highlight the degree of development of speech intelligibility for students with hearing disability who are using digital hearing aids and those with cochlear implants. Recordings were made with students reading lists of words and sentences, witch played to three inexperienced listeners that had to write down (transcription) the words correctly perceived from the students reading. To establish the speech intelligibility, has been applied The Speech Intelligibility Rating Scale (SIR).
The main reason for the selection of this topic is to show that speech intelligibility of children with digital hearing aids and cochlear implant is influenced by many factors that have an impact on oral language development. Among them there are: the type of hearing aid used, the degree of hearing loss, the communication mode used, the beginning of intervention for recovery. Speech intelligibility of students with hearing disability can be improved by applying appropriate strategies and individualized recovery.

Keywords: hearing impairment, speech intelligibility, cochlear implant, hearing aids, speech and language, auditory-verbal therapy

DOI: 10.26744/rrttlc.2016.2.1.11

Published on line: 15/03/2016



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Bodea Haţegan, C. (2013). Tulburări de voce și vorbire. Evaluare și intervenţie. Presa Universitară Clujeană, Cluj-Napoca.

Haţegan, C. (2010). Repere psihopedagogice ale terapiei auditiv-verbale în condiţiile implantării cohleare, în Dinamica educaţiei  speciale,  Cluj-Napoca: Presa Universitară Clujeană.

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Semantic networks visually adapted for children with hearing impairments

Reţelele semantice adaptate vizual pentru elevii cu dizabilitate auditivă

Semantic networks visually adapted for children with hearing impairments


Semantic networks are used in enhancing verbal and cognitive development for students, before engaging in the study of a certain topic. They can also be used as a way to summarize the content of a lesson, as a technique of making new associations or of representing new meanings. When teaching literacy to hearing impaired students the most difficult aspects are the understanding the meaning of the words, building sentences and enriching the vocabulary.

Keywords: Semantic network, hearing impairment, vocabulary


Published on line: 15/10/2015


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