CHAPTER I

INTRODUCTION

VOCABULARY is essential for communicating, reading,

thinking, and learning. In comparison to typical hearing peers,
students

who

are

deaf

or

hard

of

hearing

demonstrate

vocabulary knowledge that is quantitatively reduced. The authors

review and summarize research studies published in peerreviewed

journals

between

1967

and

2008

focusing

on

vocabulary and students who are deaf or hard of hearing. Fortyone studies are examined. A summary of each study is presented
in a table, and potential educational implications are described.
The authors note the paucity of research to guide instruction and
provide suggestions for future research.
Vocabulary has been defined as the store house of word
meanings that we draw on to comprehend what is said to us,
express our thoughts, or interpret what we read (Moats, 2005, p.
7). The depth and breadth of individuals vocabulary is highly
correlated with their overall language development and is a
factor in their ability to use language in varied contexts and for
multiple purposes (Montgomery, 2007; Richgels, 2004).
Children learn vocabulary indirectly as well as directly
(Armbruster, Lehr, & Osborn, 2003). Most vocabulary knowledge
is acquired indirectly through daily interactions with adults,
siblings, and peers that occur through conversations around
routines, games, nursery rhymes, songs, and reading activities
(Burns, Griffin, & Snow, 1999; Landry & Smith, 2006). More
specifically,

children

learn

words

indirectly

through

conversational exchanges with sophisticated language users who

pay close attention to the young childs communication attempts

and who respond to the child about an object or activity of

interest
CHAPTER
THEORIES
2.1 Deaf Students
2.1.1 Definition of Deaf Students
Deafness is a disorder affecting the ability to hear.
Deafness
includes a complete inability to hear. Deafness is
medically defined by the extent of loss of functional
hearing and by dependence upon visual communication.
According to the National Institute on Deafness and
Other
Communication Disorders (NIDCD), common causes of
deafness in adults include:
a. Presbycusis (age-related hearing loss)
b. Certain medications
c. Acoustic neuroma (a noncancerous and usually slowgrowing tumor)
d. Long-term exposure to loud noise
In addition, certain diseases can lead to hearing loss,
including:
a. Chronic ear infections
b. Meningitis, measles, or mumps
c. Menieres disease (a disorder of the inner ear causing
vertigo, ringing in the ears (tinnitus), hearing loss,
and a feeling of fullness or congestion in the ear)
d. Auditory neuropathy (impaired signal transmission
from the inner ear to the brain)

Common causes of deafness in children include:

a.
b.
c.
d.

Inherited conditions
Infection during pregnancy
Head injury
Glue ear (a glue-like fluid accumulated in the middle
ear, normally filled with air).

2.1.2 Type of Deaf Students

The causes and degrees of hearing loss vary across
the Deaf
and hard of hearing community, as do methods of
communication

and

attitudes

toward

deafness.

In

general, there are three types of hearing impairment:

1. Conductive loss affects the sound-conducting paths of
the outer and middle ear. The degree of loss can be
decreased through the use of a hearing aid or by surgery.
People with conductive loss might speak softly, hear
better in noisy surroundings than people with normal
hearing, and experience ringing in their ears.
2. Sensorineural loss affects the inner ear and the
auditory nerve and can range from mild to profound.
People with sensorineural loss might speak loudly,
experience greater high-frequency loss, have difficulty
distinguishing consonant sounds, and not hear well in
noisy environments.
3. Mixed loss results from both a conductive and
sensorineural loss.

2.2 English Vocabulary (Verb)

2.2.1 Definition of English Vocabulary (Verb)

vocabulary is the set of words within a language that
are familiar to that person. A vocabulary usually develops
with age, and serves as a useful and fundamental tool for
communication and acquiring knowledge. Acquiring an
extensive vocabulary is one of the largest challenges in
learning a second language.
So the English Vocabulary is the set of words in the
English language about the verbs that are familiar to
people.
2.2.2 Example of English Vocabulary (Verb)
A verb describes what a person or thing does or what
happens. For example :
accept

check

divide

add

choose

employ

admit

complain

encourage

advertise

complete

establish

advise

confirm

estimate

afford

consider

exchange

approve

convince

extend

authorize

count

fix

avoid

decide

fund

borrow

decrease

improve

build

deliver

increase

buy

develop

inform

calculate

discount

install

cancel

dismiss

invest

change

dispatch

invoice

charge

distribute

join

2.3 Software in Teaching English Vocabulary (Verb)

1. FM and Infrared Systems

Hearing aids and cochlear implants are not designed to
deal with all listening needs. Their biggest limitation is their
inability to
enhance

the

signal-to-noise

ratio

(defined

below)

in

situations where the listener cannot be physically close to

the speaker.
Assistive listening devices (ALDs) encompass a
range of products designed to solve the problems of
noise, distance from the speaker, and room reverberations.
The most common type of ALD utilized in the educational
setting are FM or infrared system (others used more
commonly in the home include telephone and alarm
devices which
will not be described here). There are both personal and
sound-field
systems.
a. Distance Hearing and Speech-to-Noise Ratio
In order to understand how an FM (frequencymodulated) system helps a D/HH child, the concepts of
distance
hearing and speech-to-noise ratio (S/N) must be explained.
A
child with a hearing impairment of any degree, even when
wearing hearing aids, cannot hear well over distances.
Distance hearing is a
problem because the speech signal (usually the teachers
voice) loses both intensity and critical speech elements as
the signal travels away from the sound source. The greater

the hearing impairment, the greater the reduction in

earshot or distance hearing.

b. Sound-field or Classroom Systems

Sound-field technology is a tool that allows control of
the

acoustic

environment

in

classroom,

thereby

facilitating speech accessibility of the teacher to all the

children in the room. Sound-field systems are like high
fidelity, wireless public address
systems and transmit via radio waves (FM) or infrared light.
As with the personal FM system, the speaker wears a
microphone transmitter and the signal is sent to a
reciever/amplifier that is connected to loudspeakers. The
sound-field increases the loudness of speech relative to
background noise.
c. Managing Auditory Devices
The FM system may be free from interference in one
room, but pick up noise from lighting ballasts, radio
frequency sources, HVAC controls, and other electrical,
electronic, microwave and even infrared sources in
another part of the
school.
These
interferences

compromise

the

effectiveness of assistive technologies and often young

children who have a hearing loss are not be able to
identify and call attention to malfunctioning devices.
The teacher or aide will need a hearing aid
stethoscope
(called a stethoset) to listen to a hearing aid and an FM
unit which utilizes an earmold. A quick and simple test,

called the Ling 6 sounds, can be performed to determine

if a system is functioning properly. The Ling 6 sounds
are ah, ee, oo, sh, s
and m; these sounds were selected because they
contain speech energy that is representative of all
English speech sounds. The school district audiologist
can provide the stethoset and demonstrate the sound
test at the in-service training.
If any type of malfunction occurs with the FM system
the teacher should contact the audiologist and request a
back-up system while the current one is being repaired.
If the student is experiencing problems with his hearing
aid call the parent or send home a note describing the
problem.
d. Additional Assistive Technology
Educational
Transcription
Services,

Computer-

Assisted Notetaking or Captioning Services all refer to a

system for translating speech into print within a few
seconds of the spoken word. Through the use of
computer equipment (laptop, word-processing program
and in some cases a stenotype machine) and a
notetaker/typist, the student can read notes.
As the class progresses. As the notetaker types text it
is displayed on a monitor (TV monitor in the room or
laptop in front of the student). A hard copy of the lecture
can be given to the student after class.
There are verbatim programs and summary or
abbreviated programs. CART (known as Communication
Access Realtime Translation, Communication Access
Realtime

Technology,

Computer-Aided

Realtime

Translation, Computer-Assisted RealTime, or ComputerAssisted Realtime Translation) and C-Print are verbatim

options. TypeWell trained typists us an abbreviationbased typing system. The use of remote captioners
(notetakers who are located off-site but still provide
typed text in real time) is an option that is developing.
This support service is typically used for middle and
highschool students.

CHAPTER III
Conclusion
Deafness is Partial or complete hearing loss. Levels of
hearing impairment vary from a mild to a total loss of hearing.
Elderly adults suffer most often from hearing loss. The most
common cause of hearing loss in children is otitis media. A
substantial number of hearing impairments are caused by
environmental factors such as noise, drugs, and toxins. Deafness
can also result from inherited disorders.
The significance of hearing often goes underappreciated
until it is no longer available, and for students who have lived
their entire life with a hearing loss, education can prove
challenging. Teachers must adapt to each classroom of students,
and working with deaf or hard of hearing students requires some
modification to traditional teaching methods. However, modern
techniques are allowing for a smoother adaptation to traditional
education, for both students and teachers alike.
Many opportunities exist for deaf education training and
certification, and an educators responsibility is to be prepared
for his or her students individual needs. For teachers of students
with hearing loss, the right adjustments to the classroom

environment coupled with advanced teaching methods can mean

the difference between a students success and failure.
There are few better ways to make a positive impact on the
future than by becoming a teacher. Students with a hearing loss
benefit from the dedication of teachers, and you can begin your
journey into deaf education.

References
https://www.scripps.edu/discover/deafness.html

http://nadindia.org.in/articles/disability-movement-/108cad-definitionof-deaf.html
https://en.wikipedia.org/wiki/Vocabulary
http://www.oxforddictionaries.com/words/verbs
http://www.manythings.org/vocabulary/lists/z/words.php?
f=business_english_verbs
http://online.sju.edu/resource/special-education/modernteaching-techniques-for-deaf-students