Blog Archives

Rehabilitative Online Education versus Internet Discussion Group for Hearing Aid Users: A Randomized Controlled Trial


This study provides preliminary evidence that the Internet can be used to deliver education to experienced hearing aid users who report residual hearing problems such that their problems are reduced by the intervention. The study also suggests that online discussion forums could be used in rehabilitation. A combination of online professional supervised education and online informal discussions could be a promising rehabilitation tool.

from the Journal of the American Academy of Audiology

Yiddish on the Internet

This short study examines the sociolinguistic situation of Yiddish on the Internet in comparison with other languages. In particular, it describes and analyzes the language in its practical and symbolic uses on websites and mailing lists, or as cyber-vernacular and cyber-postvernacular respectively. An analysis of language choice and language use offers evidence for the increasing use of Yiddish as cyber-postvernacular. It is also argued that Yiddish as a diaspora language has more to benefit from the Internet for building speech communities even in postvernacular mode, but this potential has not been sufficiently used yet.<p><p>from <a href=””><em>Language & Communication</em></a></p>

Computer-mediated glosses in second language reading comprehension and vocabulary learning: A meta-analysis

Language learners have unprecedented opportunities for developing second language literacy skills and intercultural understanding by reading authentic texts on the Internet and in multimedia computer-assisted language learning environments. This article presents findings from a meta-analysis of 11 studies of computer-mediated glosses in second language reading comprehension and incidental vocabulary learning. Computer-mediated glosses had an overall medium effect on second language reading comprehension and a large effect on incidental vocabulary learning. Mean effect sizes varied from medium to large depending upon the level of instruction, text type, and assessment tasks. Drawing upon findings of this meta-analysis and the overall characteristics of gloss studies, we propose recommendations for future research, including replications and the systematic study of reading variables and learner individual differences in multimedia learning environments with authentic texts.

from Computer Assisted Language Learning

Evaluation of an Internet-Based Hearing Test—Comparison with Established Methods for Detection of Hearing Loss

from the Journal of Medical Internet Research

Conclusions: Though an Internet-based hearing test cannot replace a clinical pure-tone audiogram conducted by a trained audiologist, it is a valid and useful screening tool for hearing ability in a large population carried out at a low cost.

Assessing Acquired Language Disorders in Adults via the Internet

from Telemedicine and e-Health

Aphasia, a language disturbance, frequently occurs following acquired brain impairment in adults. Because management of aphasia is often long-term, provision of ongoing and equitable access to treatment creates a significant challenge to speech-language pathologists (SLPs). This study aimed to determine the validity and reliability of assessing aphasia using standardized language assessments via an Internet-based videoconferencing system using a bandwidth of 128 kbits/sec. Thirty-two participants with aphasia due to stroke or traumatic brain injury were assessed simultaneously in either a face-to-face or online-led environment by two SLPs. Short forms of the Boston Diagnostic Aphasia Examination (BDAE-3) and the Boston Naming Test (BNT, 2nd edition) were administered. An eight-item participant satisfaction questionnaire was completed by 15 participants assigned to the online-led assessment. Results failed to identify any significant differences between the 24 subtest scores of the BDAE-3 and the BNT scores obtained in the online and face-to-face test environments (p > 0.01). Weighted kappa statistics indicated moderate to very good agreement (0.59–1.00) between the two assessors for the 24 subtests and eight rating scales of the BDAE-3, the BNT, and for aphasia diagnosis. Good to very good inter- and intra-rater reliability for the online assessment was found across the majority of assessment tasks. Participants reported high overall satisfaction, comfort level, and audio and visual quality in the online environment. This study supports the validity and reliability of delivering standardized assessments of aphasia online and provides a basis for ongoing development of telerehabilitation as an alternate mode of service delivery to persons with aphasia.