Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given ... Research Article
Research Article  |   October 01, 1988
Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children
 
Author Notes
  • Dale O. Robinson is in the Department of Audiology at Wayne State University, University Health Center, 5E-28, 4201 St. Antoine, Detroit, M148201. Requests for reprints may be sent to him at this address.
    Dale O. Robinson is in the Department of Audiology at Wayne State University, University Health Center, 5E-28, 4201 St. Antoine, Detroit, M148201. Requests for reprints may be sent to him at this address.×
Article Information
Research Articles
Research Article   |   October 01, 1988
Auditory-Only and Auditory-Visual Presentations of the Test of Auditory Comprehension of Language to Hearing-Impaired Children
Language, Speech, and Hearing Services in Schools, October 1988, Vol. 19, 349-351. doi:10.1044/0161-1461.1904.349
History: Received March 5, 1987 , Accepted January 11, 1988
 
Language, Speech, and Hearing Services in Schools, October 1988, Vol. 19, 349-351. doi:10.1044/0161-1461.1904.349
History: Received March 5, 1987; Accepted January 11, 1988

This study examined whether the Test of Auditory Comprehension of Language (TACL) (Carrow, 1973) scores were significantly affected by mode of presentation. The TACL was presented to 32 children with moderate sensorineural hearing losses. Two groups of 16 children were matched for age, sex, and hearing loss and were given either an auditory-only or auditory-visual presentation of the TACL. No significant difference was found between mean TACL scores by presentation. Mode of presentation had no effect on the TACL scores for those children examined.

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