Abstract
Fifty-two deaf students were the subjects in an investigation examining the differential effects of auditory, visual (lipreading), and auditory-visual teaching modes on the recognition of spoken and written sentences. Spoken sentences representing six syntactic structures were taught to the students through one of the three teaching modes. Subjects who were taught using the visual or auditory-visual modes made significantly fewer errors during a training program than subjects who were taught using the auditory mode. After receiving additional practice in using written sentences and pictures, all subjects achieved significantly higher post-test scores on an adapted version of the Northwestern Syntax Screening Test. Implications for teaching are discussed.
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