This article examines the relationship between mild conductive hearing loss associated with otitis media and auditory, language, and academic performance of children. The nature of conductive hearing loss in children is explained. A review or research studies focuses on the following topics: (1) prevalence of otitis media among learning disabled children, (2) effects of early-onset, persistent otitis media on auditory, language, and academic skills of children, and (3) effects of early onset, resolved otitis media on auditory, language, and academic skills of children. Suggestions are made for identifying children who may be at risk for developing psychoeducational sequelae. In addition, approaches to intervention with at-risk children and directions for future research are presented.
This single subject experiment was based on the concept that children often persist in making reversals in reading and writing because of directional confusion and failure to develop memory strategies and generalizations regarding symbol systems. The eight-year-old male subject was taught to use a memory strategy for determining correct symbol orientation. The experiment used a single subject multiple baseline design, and attention was directed to accurate recognition and production of letters and digits. Intervention for letter and digit reversals was separated to determine the effect of the strategy on each type of reversal behavior. Following the two phases of specific training, the frequency of letter and digit reversals decreased. The results demonstrated the utility of a mnemonic method for diminishing the number of reversals made by the subject. In addition, the results support the theory that reversals represent directional uncertainty and are amenable to direct intervention.
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