Abstract

The purpose of this article is to indicate to professionals engaged in the teaching of language to hearing-impaired children that although there are many materials, activities, and suggestions relating to syntax and phonology available and used, there is a disproportionately low emphasis on semantics. It suggests that the use of a total communication approach might be of value in meeting the need to include this language component in formal teaching.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 488-490
Launched on MUSE
2013-04-22
Open Access
No
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