Why - Why the Medical Society constantly pressure on the Parents?
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jillio
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Don't mind me I thought the smiley was cute so I use it.
Yeah, it was cute!
rick48
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jillio,
So the issue is framed correctly, here is your exact post in its entirety:
"Without the struggle? And I am baiting no one. Go back and check the posts, and you will see exactly how many times it has been said that speech therapy is not necessary for their child, or for the CI children they teach. Then it has been claimed that it should be part of the academic curriculum. Then it is claimed that the CI allows for natural acquisition of speech. Contradictions, contradictions."
I asked you to cite such a post and since you used one of my posts, I will address mine and leave others to address their own.
Had you printed my entire post, which I have done below, you would have allowed all of us to see that I was clearly responding to the claim that oral ci children are in "therapy 24/7". As my post states, they are not. Interesting, that you chose my post showing that my child was not in "therapy" 24/7" as an example of the "many" posts saying that speech therapy is not necessary for ci children.
Where in that post do I say that speech therapy is not necessary? In fact, I make a specific reference to the fact that our child received therapy.
Well, here is my post, in its entirety:
"So true, so true.
I find the "therapy 24/7" argument interesting. First off, several of us, many, many times have pointed out that our children did not grow up constantly going to formal therapy that as parents we were instructed to take the concepts and ideas stressed in a formal therapy session and incorporate them into our children's daily lives. Yes, we did talk to our daughter more than our friends and neighbors with hearing children and yes, we did read to our daughter more often and did not just plop her down in front of a TV for hours on end but talked to her, explained things to her, engaged her in conversation--oh horrors what terrible parents were we!
If we chose to imerse her in sign language, how was that going to be accomplished without the same total family commitment and time commitment since neither our child nor us nor anyone in our families knew sign language? We would have taken sign classes (which my wife and mother-in-law did) provided her with extensive sign language therapy (guess it is only work for the deaf child when its oral therapy) and then take the concepts and ideas stressed in a formal sign language therapy session and incorporate them into our children's daily lives. We would have talked to her in sign, explained things to her in sign and engaged her in conversation in sign constantly in order to increase both her and our language skills and development. Just as we did for her orally."
Not only have you done a terrible cut and paste job, but the post does not support your agruments and in fact, supports the very opposite of your position. It also shows how little credibility you have. You are just someone who argues for the sake of arguing.
So the issue is framed correctly, here is your exact post in its entirety:
"Without the struggle? And I am baiting no one. Go back and check the posts, and you will see exactly how many times it has been said that speech therapy is not necessary for their child, or for the CI children they teach. Then it has been claimed that it should be part of the academic curriculum. Then it is claimed that the CI allows for natural acquisition of speech. Contradictions, contradictions."
I asked you to cite such a post and since you used one of my posts, I will address mine and leave others to address their own.
Had you printed my entire post, which I have done below, you would have allowed all of us to see that I was clearly responding to the claim that oral ci children are in "therapy 24/7". As my post states, they are not. Interesting, that you chose my post showing that my child was not in "therapy" 24/7" as an example of the "many" posts saying that speech therapy is not necessary for ci children.
Where in that post do I say that speech therapy is not necessary? In fact, I make a specific reference to the fact that our child received therapy.
Well, here is my post, in its entirety:
"So true, so true.
I find the "therapy 24/7" argument interesting. First off, several of us, many, many times have pointed out that our children did not grow up constantly going to formal therapy that as parents we were instructed to take the concepts and ideas stressed in a formal therapy session and incorporate them into our children's daily lives. Yes, we did talk to our daughter more than our friends and neighbors with hearing children and yes, we did read to our daughter more often and did not just plop her down in front of a TV for hours on end but talked to her, explained things to her, engaged her in conversation--oh horrors what terrible parents were we!
If we chose to imerse her in sign language, how was that going to be accomplished without the same total family commitment and time commitment since neither our child nor us nor anyone in our families knew sign language? We would have taken sign classes (which my wife and mother-in-law did) provided her with extensive sign language therapy (guess it is only work for the deaf child when its oral therapy) and then take the concepts and ideas stressed in a formal sign language therapy session and incorporate them into our children's daily lives. We would have talked to her in sign, explained things to her in sign and engaged her in conversation in sign constantly in order to increase both her and our language skills and development. Just as we did for her orally."
Not only have you done a terrible cut and paste job, but the post does not support your agruments and in fact, supports the very opposite of your position. It also shows how little credibility you have. You are just someone who argues for the sake of arguing.
jillio - I did not say that you had mentioned the quotes. I said this:
You continue to try to portray yourself as "all knowing", frankly whatever the topic is. As far as this one small article goes, you were not there, you don't know.
jillio- Nooo, you did not say "numerous current studies are available" ; you said this:
I am not asking you to do the research for me jillio, I am simply asking you to support your numerous claims of current studies with some real links. You continous refusal simply reinforces the fact that you don't have any.
rick48
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loml,
Are you from Albania? Bolivia? Cuba? Denmark?........
We must know where you are from in order to answer your questions!!!!
Pluto???
Rick
Rick - LOL
jillio
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Yep, I think it's best to just allow them to continue their circular arguments and their attempts to throw up smoke screens until they tire themselves out.
jillio
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Look them up, loml. I charge for tutoring. I am not obligated to provide links unless I quote a study or refer to a particular study. The studies are out there. Check the professional journals.
jillio -Making satements such as:
originally posted by jillio
gives the impression that you are familiar with numerous current studies. Familiarity with the numerous current studies, should also bring with it easy access for you to the numerous current studies, along with a professional desire to share when inquiries are made to you to provide credible proof.
rick48
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jillio
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And, as I have explained to you prior, loml, unless I refer to a particular study, I am not obligated to provide links. Simply stating that there are studies available does not refer to any particular study. It is a true statement, and one that does not require citation. Perhaps you should purchase an APA manual, and educate yourself regarding when citation is necessary and when it isn't. If you doubt that there are numerous current studies available, then it is incumbent upon you to do the research and supply that information which disproves the statement, "There are numerous current studies available." My proof lies in the fact that one only has to take the time to look at the professional journals to see that there are, indeed, numerous current studies available.
What part of this, exactly, don't you understand? I believe my wording has been quite clear. Your constant attempts to circumvent the issue by attempting to discredit, rather than by offering that which counters in an intelligent manner, is simply additional evidence that you are lacking in any foundation.
jillio
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I am now referring to specific studies, and therefore will cite my sources.
Investigations That Present Empirical Data on ASL/English Bilingual Methodology
Andrews, Ferguson, Roberts, & Hodges (1997) N=7
Results: Bilingual-bicultural program had a significant positive impact on students in pre-kindergarten through 1st grade in a number of areas, including basic concepts, auditory comprehension, picture vocabulary, English grammar, reading, ASL competency, English writing tasks, and mathematics.
Hoffmeister (2000). N=78
Results: A relationship between ASL knowledge and specific reading skills was observed. Students with extensive ASL exposure scored better on ASL and reading comprehension tasks than those with limited exposure to ASL. ASL users also outperformed users of Manually Coded English on MCE tasks.
Kuntze (2004). N=91
Results: Levels of ASL passage comprehension had a significant predictive power regarding English passage comprehension. Significant differences were shown between the ASL and English literacy skills of deaf children of deaf parents and the skills of deaf children of hearing parents.
Li (2005). N=15
Results: Student spelling scores and understanding of science concepts significantly increased with the use of preview—view-review, a blilingual technique. Deaf bilingual students experienced statistically significant gains compared to hearing bilingual students.
Mayberry (1989, 1999) Mayberry, & Chamberlain, Waters & Doehring (1999). N=48
Results: Statistically significant relationships were found between ASL and English story comprehension measures and SAT-9 Reading subtest scores.
Moores, et.al. (1987); Moores & Sweet (1990). N=130
Results: Non-significant relationships were found between ASL language proficiency interviews and a composite of 5 standardized reading measures for students aged 16-18.
Nover, Andrews, Baker, Everhart, & Bradford (2002). N=122
Results: It was found that students with ASL/English bilingually trained teachers had significantly improved SAT-9 English Vocabulary and Language subtest scores. Younger students (aged 8-12 years) scored significantly higher than the national norms on the SAT-9 English Vocabulary, Reading, and Language subtests. Parental hearing status influenced performance only for older students.
Padden & Ramsey (1998). N=31
Results: It was found that ASL test results correlated with reading comprehension, regardless of parental hearing status. A relationship was discovered between ASL sentence order, ASL verb agreement, ASL sentence imitation, fingerspelling, and initialized signs.
Prinz (1998); Prinz & Strong (1998); Strong & Prinz (1997). N=155
Results: Statistically significant correlations between ASL proficiency and English literacy were found. Researchers observed that students with deaf mothers outperformed students with hearing mother only on ASL and English tasks when the hearing mothers had low ASL ability.
Singleton, Supalla, Litchfield, and Schley (1998). N=80
Results: It was found exposure to ASL enhances ASL ability. After age 9 years, highly ASL- fluent deaf children of hearing parents were outperforming less ASL-fluent peers on several English writing tasks.
Smith (2006). N=123
Results: Students with higher Reading Comprehension scores on the SAT-9 also scored better on ASL phonology, morphology, syntax, and pragmatic tasks on the Test of ASL-Revised. This relationship was statistically significant.
Delana, Gentry, & Andrews (2007). The efficacy of ASL/English bilingual education: Considering public schools. American Annals of the Deaf. 152(1). p 73-87
This is but a small sample of the research available.
Now, for those doubters, please provide your support of your claims. Quite obviously, my statement regarding the availability on numerous studies was true, despite your attempts to discredit said statement.
Investigations That Present Empirical Data on ASL/English Bilingual Methodology
Andrews, Ferguson, Roberts, & Hodges (1997) N=7
Results: Bilingual-bicultural program had a significant positive impact on students in pre-kindergarten through 1st grade in a number of areas, including basic concepts, auditory comprehension, picture vocabulary, English grammar, reading, ASL competency, English writing tasks, and mathematics.
Hoffmeister (2000). N=78
Results: A relationship between ASL knowledge and specific reading skills was observed. Students with extensive ASL exposure scored better on ASL and reading comprehension tasks than those with limited exposure to ASL. ASL users also outperformed users of Manually Coded English on MCE tasks.
Kuntze (2004). N=91
Results: Levels of ASL passage comprehension had a significant predictive power regarding English passage comprehension. Significant differences were shown between the ASL and English literacy skills of deaf children of deaf parents and the skills of deaf children of hearing parents.
Li (2005). N=15
Results: Student spelling scores and understanding of science concepts significantly increased with the use of preview—view-review, a blilingual technique. Deaf bilingual students experienced statistically significant gains compared to hearing bilingual students.
Mayberry (1989, 1999) Mayberry, & Chamberlain, Waters & Doehring (1999). N=48
Results: Statistically significant relationships were found between ASL and English story comprehension measures and SAT-9 Reading subtest scores.
Moores, et.al. (1987); Moores & Sweet (1990). N=130
Results: Non-significant relationships were found between ASL language proficiency interviews and a composite of 5 standardized reading measures for students aged 16-18.
Nover, Andrews, Baker, Everhart, & Bradford (2002). N=122
Results: It was found that students with ASL/English bilingually trained teachers had significantly improved SAT-9 English Vocabulary and Language subtest scores. Younger students (aged 8-12 years) scored significantly higher than the national norms on the SAT-9 English Vocabulary, Reading, and Language subtests. Parental hearing status influenced performance only for older students.
Padden & Ramsey (1998). N=31
Results: It was found that ASL test results correlated with reading comprehension, regardless of parental hearing status. A relationship was discovered between ASL sentence order, ASL verb agreement, ASL sentence imitation, fingerspelling, and initialized signs.
Prinz (1998); Prinz & Strong (1998); Strong & Prinz (1997). N=155
Results: Statistically significant correlations between ASL proficiency and English literacy were found. Researchers observed that students with deaf mothers outperformed students with hearing mother only on ASL and English tasks when the hearing mothers had low ASL ability.
Singleton, Supalla, Litchfield, and Schley (1998). N=80
Results: It was found exposure to ASL enhances ASL ability. After age 9 years, highly ASL- fluent deaf children of hearing parents were outperforming less ASL-fluent peers on several English writing tasks.
Smith (2006). N=123
Results: Students with higher Reading Comprehension scores on the SAT-9 also scored better on ASL phonology, morphology, syntax, and pragmatic tasks on the Test of ASL-Revised. This relationship was statistically significant.
Delana, Gentry, & Andrews (2007). The efficacy of ASL/English bilingual education: Considering public schools. American Annals of the Deaf. 152(1). p 73-87
This is but a small sample of the research available.
Now, for those doubters, please provide your support of your claims. Quite obviously, my statement regarding the availability on numerous studies was true, despite your attempts to discredit said statement.
Cloggy
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{Mod Edit: Previous post/quote removed--~RR}
{Mod Edit: Reply to previously removed quote also removed--~RR}
Any relevance towards "Why the Medical Society constantly pressure on the Parents? "...
Don't tell me you are off-topic??
{Mod Edit: Reply to previously removed quote also removed--~RR}
Referring ... where?
Any relevance towards "Why the Medical Society constantly pressure on the Parents? "...
Don't tell me you are off-topic??
Last edited by a moderator:
Cloggy
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Posts on this topic.... (total 728..)
jillio 214
shel90 108
jackiesolorzano 90
rick48 63
loml 36
vallee 35
flip 24
Kalista 24
Angel 18
LadySekhmet 18
Cheri 11
VamPyroX 10
Drew's Dad 10
Liebling
)) 9 deafdyke 7
neecy 6
FreeThinker 5
Cloggy 5
Raykat 5
deafskeptic 5
Roadrunner 5
skm4441 4
Buffalo 4
Secretblend 3
TechBill 2
Boult 2
ASLGAL 1
GalaxyAngel 1
doubletrouble 1
Aleser 1
SkullChick 1
And with your 48 posts per day, I'm so glad you are not charging us....
Posts on this topic.... (total 728..)
vallee 35
And with your 48 posts per day, I'm so glad you are not charging us....
That is it, I am taking a break. No need to post 35 times in any thread - 36 time. so going out and getting a life. I'll be studying my ASL at daughter's dance class.
Nite
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I am too burnt out from job and everything else to argue.
- Joined
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- Messages
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- Reaction score
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Posts on this topic.... (total 728..)
jillio 214
shel90 108
jackiesolorzano 90
rick48 63
loml 36
vallee 35
flip 24
Kalista 24
Angel 18
LadySekhmet 18
Cheri 11
VamPyroX 10
Drew's Dad 10
Liebling
deafdyke 7
neecy 6
FreeThinker 5
Cloggy 5
Raykat 5
deafskeptic 5
Roadrunner 5
skm4441 4
Buffalo 4
Secretblend 3
TechBill 2
Boult 2
ASLGAL 1
GalaxyAngel 1
doubletrouble 1
Aleser 1
SkullChick 1
And with your 48 posts per day, I'm so glad you are not charging us....
Yay! I am a postwhore in this thread! Good job for taking the time to count every post each person made. I couldnt do it! LOL!
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