Advances in the Sign Language Development of Deaf Children

Advances in the Sign Language Development of Deaf Children

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  • Author: Brenda Schick
  • Publisher: Oxford University Press
  • ISBN: 9780198039969
  • Category : Psychology
  • Languages : en
  • Pages : 412

The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.


Advances in the Sign Language Development of Deaf Children

Advances in the Sign Language Development of Deaf Children

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  • Author: Professor of Speech Language and Hearing Science Brenda Schick
  • Publisher: Oxford University Press on Demand
  • ISBN: 0195180941
  • Category : Education
  • Languages : en
  • Pages : 412

The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, & the processes of semantic, syntactic, & pragmatic development in sign.


Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

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  • Author: Patricia Elizabeth Spencer
  • Publisher: Oxford University Press
  • ISBN: 9780198039907
  • Category : Psychology
  • Languages : en
  • Pages : 400

Throughout history there have been efforts to help deaf children develop spoken language through which they could have full access to the hearing world. These efforts, although pursued seriously and with great care, frequently proved fruitless, and often only resulted in passionate arguments over the efficacy of particular approaches. Although some deaf children did develop spoken language, there was little evidence to suggest that this development had been facilitated by any particular education approach, and moreover, many, even most deaf children--especially those with profound loss--never develop spoken language at all. Recent technological advances, however, have led to more positive expectations for deaf children's acquisition of spoken language: Innovative testing procedures for hearing allow for early identification of loss that leads to intervention services during the first weeks and months of life. Programmable hearing aids allow more children to make use of residual hearing abilities. Children with the most profound losses are able to reap greater benefits from cochlear-implant technologies. At the same time, there have been great advances in research into the processes of deaf children's language development and the outcomes they experience. As a result, we are, for the first time, accruing a sufficient base of evidence and information to allow reliable predictions about children's progress that will, in turn, lead to further advances. The contributors to this volume are recognized leaders in this research, and here they present the latest information on both the new world evolving for deaf and hard-of-hearing children and the improved expectations for their acquisition of spoken language. Chapters cover topics such as the significance of early vocalizations, the uses and potential of technological advances, and the cognitive processes related to spoken language. The contributors provide objective information from children in a variety of programming: using signs; using speech only; using cued speech, and cutting-edge information on the language development of children using cochlear implants and the innovations in service provision. Along with its companion volume, Advances in Sign-Language Development of Deaf Children, this book will provide a deep and broad picture of what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.


Advances in the Sign Language Development of Deaf Children

Advances in the Sign Language Development of Deaf Children

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  • Author: Brenda Sue Schick
  • Publisher:
  • ISBN:
  • Category : Deaf children
  • Languages : en
  • Pages : 395


Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

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  • Author: Patricia Elizabeth Spencer
  • Publisher: Oxford University Press on Demand
  • ISBN: 0195179870
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 400

Contributors present the latest information on both the new world evolving for deaf & hard-of-hearing children & the improved expectations for their acquisition of spoken language.


Raising and Educating a Deaf Child

Raising and Educating a Deaf Child

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  • Author: Marc Marschark
  • Publisher: Oxford University Press
  • ISBN: 0195376153
  • Category : Education
  • Languages : en
  • Pages : 290

A concise guide explains the current research on the development of deaf children, urges the importance of communication with deaf children by sign language as early as possible, and provides information on resources for the deaf and their parents. UP.


Sign Language Acquisition

Sign Language Acquisition

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  • Author: Anne Baker
  • Publisher: John Benjamins Publishing
  • ISBN: 902728959X
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 182

How children acquire a sign language and the stages of sign language development are extremely important topics in sign linguistics and deaf education, with studies in this field enabling assessment of an individual child’s communicative skills in comparison to others. In order to do research in this area it is important to use the right methodological tools. The contributions to this volume address issues covering the basics of doing sign acquisition research, the use of assessment tools, problems of transcription, analyzing narratives and carrying out interaction studies. It serves as an ideal reference source for any researcher or student of sign languages who is planning to do such work. This volume was originally published as a Special Issue of Sign Language & Linguistics 8:1/2 (2005)


Signs for Developing Reading

Signs for Developing Reading

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  • Author: Emil Holmer
  • Publisher: Linköping University Electronic Press
  • ISBN: 9176857670
  • Category :
  • Languages : en
  • Pages : 95

Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. The primary aim of the present work was to investigate whether the reading skills of these children can be improved via computerized sign language based literacy training. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results suggest that sign language based literacy training may support development of word reading. In addition, awareness and manipulation of the sub-lexical structure of sign language seem to assist word reading, and imitation of familiar signs (i.e., vocabulary) may be associated with developing reading comprehension. The associations revealed between sign language skills and reading development support the notion that sign language skills provide a foundation for emerging reading skills in DHH signing children. In addition, the results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in this population. Furthermore, the results indicate that sign language experience enhances the establishment of representations of manual gestures, and that progression in ToM seems to be typical, although delayed, in RSNS pupils. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development.


Bilingualism and Bilingual Deaf Education

Bilingualism and Bilingual Deaf Education

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  • Author: Marc Marschark
  • Publisher: Oxford University Press
  • ISBN: 0199371822
  • Category : Psychology
  • Languages : en
  • Pages : 352

In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.


From Gesture to Language in Hearing and Deaf Children

From Gesture to Language in Hearing and Deaf Children

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  • Author: Virginia Volterra
  • Publisher: Springer Science & Business Media
  • ISBN: 3642748597
  • Category : Psychology
  • Languages : en
  • Pages : 335

Virginia Volterra and Carol Erting have made an important contribu tion to knowledge with this selection of studies on language acquisi tion. Collections of studies clustered more or less closely around a topic are plentiful, but this one is 1 nique. Volterra and Erting had a clear plan in mind when making their selection. Taken together, the studies make the case that language is inseparable from human inter action and communication and, especially in infancy, as much a matter of gestural as of vocal behavior. The editors have arranged the papers in five coherent sections and written an introduction to each section in addition to the expected general introduction and conclu sion. No introductory course in child and language development will be complete without this book. Presenting successively studies of hearing children acquiring speech languages, of deaf children acquiring sign languages, of hear ing children of deaf parents, of deaf children of hearing parents, and of hearing children compared with deaf children, Volterra and Erting give one a wider than usual view oflanguage acquisition. It is a view that would have been impossible not many years ago - when the primary languages of deaf adults had received neither recognition nor respect.