scholarly journals Incidental Word Learning in a Hearing Child of Deaf Adults

2005 ◽  
Vol 11 (1) ◽  
pp. 76-93 ◽  
Author(s):  
T. Brackenbury
Keyword(s):  
Word Learning ◽  
Hearing Child ◽  
Deaf Adults ◽  
Incidental Word Learning

Word Learning and Story Comprehension From Digital Storybooks

2016 ◽  
Vol 55 (3) ◽  
pp. 410-428 ◽  
Author(s):  
Elizabeth S. Kelley ◽  
Kara Kinney
Keyword(s):  
Preschool Children ◽  
Language Learning ◽  
Word Learning ◽  
Group Differences ◽  
Story Comprehension ◽  
Experimental Conditions ◽  
New Words ◽  
Incidental Exposure ◽  
Learning Instruction ◽  
Incidental Word Learning

An emerging body of research examines language learning of young children from experiences with digital storybooks, but little is known about the ways in which specific components of digital storybooks, including interactive elements, may influence language learning. The purpose of the study was to examine the incidental word learning and story comprehension of preschool children after interactions with interactive and noninteractive versions of a digital storybook. Thirty preschool children were randomly assigned to one of two experimental conditions: interactive in which the story text was presented aloud and interactive features were present and not interactive in which the story text was presented aloud with no interactive features. After three sessions with the digital storybook, no group differences were observed between conditions on measures of word learning or story comprehension. Children in both groups demonstrated some learning of new words; however, gains were minimal, approximately one new word per child. This study contributes preliminary data to indicate that interactive components of digital storybooks may not be sufficient to facilitate language learning. Instruction, rather than incidental exposure, is likely necessary for meaningful language learning from digital storybooks.

Incidental Word Learning While Reading: A Meta-Analysis

1999 ◽  
Vol 69 (3) ◽  
pp. 261-285 ◽  
Author(s):  
M.S.L. Swanborn ◽  
K. de Glopper
Keyword(s):  
Word Learning ◽  
Meta Analysis ◽  
Incidental Word Learning

scholarly journals Anchoring and contextual variation in the early stages of incidental word learning during reading

2020 ◽  
Author(s):  
Matthew HC Mak ◽  
Yaling Hsiao ◽  
Kate Nation
Keyword(s):  
Word Learning ◽  
Lexical Processing ◽  
Verbal Learning ◽  
Long Term Memory ◽  
Early Stages ◽  
Contextual Variation ◽  
Low Diversity ◽  
Incidental Word Learning ◽  
Novel Words

Lexical processing is influenced by a word’s semantic diversity, as estimated by corpus-derived metrics. Although this suggests that contextual variation shapes verbal learning and memory, it is not clear what semantic diversity represents and why this influences lexical processing. Word learning experiments and simulations offer an opportunity to manipulate contextual variation directly and measure the effects on processing. In Experiment 1, adults read novel words in six naturalistic passages spanning one familiar topic (low semantic diversity) or six familiar topics (high semantic diversity). Words experienced in the low-diversity condition showed better learning, an effect replicated by simulating spreading activation in lexical networks differing in semantic diversity. We attributed these findings to “anchoring”, a process of stabilizing novel word representations by securing them onto a familiar topic in long-term memory. Simulation 2 and Experiment 2 tested whether word learning might be better placed to take advantage of diversity if novel words were first anchored before diversity was introduced. Simulations and behavioural data both showed that after an anchoring opportunity, novel words forms were better learned in the high-diversity condition. These findings show that anchoring and contextual variation both influence the early stages of word learning.

scholarly journals Views from the borderline: Extracts from my life as a coloured child of Deaf adults, growing up in apartheid South Africa

2019 ◽  
Vol 8 ◽  
Author(s):  
Jane Harrison ◽  
Brian Watermeyer
Keyword(s):  
South Africa ◽  
Life Experiences ◽  
The Body ◽  
Role Reversal ◽  
Life World ◽  
Hearing Child ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Auto Ethnography ◽  
Hearing Children

Background: Over 90% of Deaf parents have hearing children, but there are very few, if any, studies that have explored the life worlds of hearing children of Deaf adults (CODAs) in South Africa. This article is an account of part of the life experiences of a female hearing child who was born and raised by her Deaf parents in apartheid South Africa in the 1980s.Objectives: This study used auto-ethnography to explore the socialisation of a female coloured CODA during the height of South Africa’s apartheid era, in order to shed light on intersectional influences on identity and selfhood. The study was intended to contribute to the limited knowledge available on the life circumstances of CODAs in Global South contexts.Methods: Evocative auto-ethnography under a qualitative research paradigm was used to explore the life world of a now adult female hearing child of Deaf parents. Her thoughts, observations, reflections and involvements are articulated in a first person written narrative that is presented in this article. A thematic analysis approach was used to analyse data, and the themes that emerged are: (1) CODAs as language brokers, (2) being bilingual and trilingual, (3) being bicultural, (4) role reversal and parentification and (5) issues of identity. A discussion of these themes is interwoven with the literature, in an effort to provide a rich and robust analysis that contributes to the body of knowledge.Results: Multiple identity markers that include disability, gender, race, age, nationality, culture and language intersect to frame the life world of a hearing child of Deaf parents who grew up in the apartheid era in South Africa. The result is both positive and negative life experiences, arising from being located simultaneously in both a hearing and Deaf world.Conclusion: This study suggests that, in part, the life world of a hearing child of Deaf parents is multi-layered, multidimensional and complex; hence, it cannot be presented with a single description. Recommendations that inform policy and practice are outlined in the concluding section of the article.

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