THE COMPARISON OF PRIMARY VERBAL, NONVERBAL AND MATHEMATICAL CONCEPT FORMATION IN 4-6-YEAR-OLD CHILDREN WITH NORMAL AND IMPAIRED HEARING

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KAZEMTARGHI MARZIYEH; KESHAVARZI ARSHADI FARNAZ; SALEHI MAHDIYEH

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Journal: Auditory and Vestibular Research Journal Year:2011 | Volume:20 | Issue:1 (35) Page(s): 9-15

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Title

THE COMPARISON OF PRIMARY VERBAL, NONVERBAL AND MATHEMATICAL CONCEPT FORMATION IN 4-6-YEAR-OLD CHILDREN WITH NORMAL AND IMPAIRED HEARING

Author(s)

KAZEMTARGHI MARZIYEH | KESHAVARZI ARSHADI FARNAZ | SALEHI MAHDIYEH | Issue Writer Certificate

Keywords

HEARING IMPAIRMENTQ2

IMPAIRED HEARING CHILDRENQ2

PRIMARY CONCEPTSQ2

VERBAL CONCEPT FORMATIONQ2

NONVERBAL CONCEPT FORMATIONQ2

MATHEMATICS CONCEPT FORMATIONQ2

Abstract

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’ 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.

Cites

THE EFFECT OF HEARING IMPAIRMENT ON EDUCATIONAL ACHIEVEMENT OF HEARING-IMPAIRED STUDENTS

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APA: Copy

KAZEMTARGHI, MARZIYEH, KESHAVARZI ARSHADI, FARNAZ, & SALEHI, MAHDIYEH. (2011). THE COMPARISON OF PRIMARY VERBAL, NONVERBAL AND MATHEMATICAL CONCEPT FORMATION IN 4-6-YEAR-OLD CHILDREN WITH NORMAL AND IMPAIRED HEARING. AUDITORY AND VESTIBULAR RESEARCH, 20(1 (35)), 9-15. SID. https://sid.ir/paper/362727/en

Vancouver: Copy

KAZEMTARGHI MARZIYEH, KESHAVARZI ARSHADI FARNAZ, SALEHI MAHDIYEH. THE COMPARISON OF PRIMARY VERBAL, NONVERBAL AND MATHEMATICAL CONCEPT FORMATION IN 4-6-YEAR-OLD CHILDREN WITH NORMAL AND IMPAIRED HEARING. AUDITORY AND VESTIBULAR RESEARCH[Internet]. 2011;20(1 (35)):9-15. Available from: https://sid.ir/paper/362727/en

IEEE: Copy

MARZIYEH KAZEMTARGHI, FARNAZ KESHAVARZI ARSHADI, and MAHDIYEH SALEHI, “THE COMPARISON OF PRIMARY VERBAL, NONVERBAL AND MATHEMATICAL CONCEPT FORMATION IN 4-6-YEAR-OLD CHILDREN WITH NORMAL AND IMPAIRED HEARING,” AUDITORY AND VESTIBULAR RESEARCH, vol. 20, no. 1 (35), pp. 9–15, 2011, [Online]. Available: https://sid.ir/paper/362727/en

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