Minimal Hearing Loss is Not Minimal

Berg F. (1987). Facilitating classroom listening: A handbook for teachers of normal and hard of hearing students. Boston: College-Hill.

Berg F. (1993). Acoustics and sound systems in schools. San Diego, CA: Singular.

Bess F. (1999). School-aged children with minimal sensorineural hearing loss, The Hearing Journal, 52, 10–16.

Flexer C. Millin J. Brown L. (1990). Children with developmental disabilities: The effect of sound field amplification on word identification. Language, Speech, and Hearing Services in Schools, 21, 177–182.

American Speech-Language-Hearing Association. (1991). Amplification as a remediation technique for children with normal hearing. ASHA, 33 (Suppl. 3), 22–24.

American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening. Rockville, MD: Author.

Anderson K. (1999). When it comes to classroom acoustics, what's appropriate? Volta Voices, 6, 16–17.

Berg F. (1986). Characteristics of the target population. In Berg F. Blair J. Vishweg J. Wilson-Vlotman A. (Eds.), Educational audiology for the hard of hearing child (pp. 1–24). New York: Grune & Stratton.

Berg F. (1987). Facilitating classroom listening: A handbook for teachers of normal and hard of hearing students. Boston: College-Hill.

Berg F. (1993). Acoustics and sound systems in schools. San Diego, CA: Singular.*

Berg F. S. Blair J. C. Benson P. V. (1996). Classroom acoustics: The problem, impact, and solution. Language, Speech, and Hearing Services in Schools, 27, 16–20.

Bess F. (1999). School-aged children with minimal sensorineural hearing loss. The Hearing Journal, 52, 10–16.

Blake R. Field B. Foster C. Platt F. Wertz P. (1991). Effect of FM auditory trainers on attending behaviors of learning-disabled children. Language, Speech, and Hearing Services in Schools, 22, 111–114.

Bryant P. E. Bradley L. Camlean M. Crossland J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16, 407–428.

Bryant P. E. MacLean M. Bradley L. L. Crossland J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26, 429–438.

Carney A. E. Moeller M. P. (1998). Treatment efficacy: Hearing loss in children. Journal of Speech, Language, and Hearing Research, 41, 61–84.

Crandell C. Smaldino J. (1992). Sound field amplification in the classroom setting. American Journal of Audiology, 1, 14–16.

Crandell C. Smaldino J. (2000). Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech, and Hearing Services in Schools, 31, 362–370.

Finitzo-Hieber T. (1981). Classroom acoustics. In Roeser R. Downs M. (Eds.), Auditory disorders in school children (pp. 250–262). New York: Thieme-Stratton.

Flexer C. (1994). Facilitating hearing and listening in young children. San Diego, CA: Singular.

Flexer C. Millin J. Brown L. (1990). Children with developmental disabilities: The effect of sound field amplification on word identification. Language, Speech, and Hearing Services in Schools, 21, 177–182.

Flexer C. Richards C. Buie C. Brandy W. (1994). Making the grade with amplification in classrooms. Hearing Instruments, 45, 24–26.*

Gravel J. Wallace I. Ruben R. (1996). Auditory consequences of early mild hearing loss associated with otitis media. Acta Oto-larygologica, 116, 219–221.

Ling D. (1989). Foundations of spoken language for hearing impaired children. Washington, DC: Alexander Graham Bell Association for the Deaf.*

Luotonen M. Uhari M. Aitola L. (1996). Recurrent otitis media during infancy and linguistic skills at the age of nine years. Pediatric Infectious Disease Journal, 15, 854–858.

Martin F. Clark J. Greer (2000). Introduction to audiology (7th ed.). Needham Heights, MA: Allyn & Bacon.*

Nelson P. Soli S. (2000). Acoustical barriers to learning: Children at risk in every classroom. Language, Speech, and Hearing Services in Schools, 31, 356–361.

Newman C. Hug G. Jacobson G. Sandridge S. (1997). Perceived hearing handicap of patients with unilateral or mild hearing loss. The Annals of Otology, Rhinology, and Laryngology, 106, 210–214.

Perfetti C. A. Beck I. Bell L. Hughes C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.

Richards C. Flexer C. William B. Wray D. (1993). Signal-to-noise enhancing devices can improve kid's reading skills. Hearing Instruments, 44, 12–15.

Siebein G. Gold M. Siebein G. Ermann M. (2000). Ten ways to provide a high-quality acoustical environment in schools. Language, Speech, and Hearing Services in Schools, 31, 376–384.

Smaldino J. Crandell C. (2000). Classroom amplification technology: Theory and practice. Language, Speech, and Hearing Services in Schools, 31, 371–375.

Sorkin D. (2000). The classroom acoustical environment and the Americans with Disabilities Act. Language, Speech, and Hearing Services in Schools, 31, 385–388.

Stach B. (1998). Clinical audiology: An introduction. San Diego, CA: Singular.*

Yoshinaga-Itano C. Sedey A. Coulter D. Mehl A. (1998). Language of early- and later-identified children with hearing loss. Pediatrics, 102, 1161–1171.