scholarly journals Sign effects in spoken word learning by oral deaf and hard-of-hearing children, and by hearing children

2020 ◽  
Vol 40 (3) ◽  
pp. 300-325
Author(s):  
Lian van Berkel-van Hoof ◽  
Daan Hermans ◽  
Harry Knoors ◽  
Ludo Verhoeven
Keyword(s):  
Sign Language ◽  
Word Learning ◽  
Hard Of Hearing ◽  
Short Term Memory ◽  
Reaction Times ◽  
Spoken Word ◽  
Control Group ◽  
Babble Noise ◽  
Hearing Children ◽  
Sign Effect

Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience with limited auditory access is required for a sign effect to occur. Nine- to 11-year-old children participated in a word learning task in which half of the words were presented with an augmentative sign. Non-signing DHH children ( N = 19) were trained in normal sound, whereas a control group of hearing peers ( N = 38) were trained in multi-speaker babble noise. The researchers also measured verbal short-term memory (STM). For the DHH children, there was a sign effect on speed of spoken word recognition, but not accuracy, and no interaction between the sign effect in reaction times and verbal STM. The hearing children showed no sign effect for either speed or accuracy. These results suggest that not necessarily sign language knowledge, but rather prolonged experience with limited auditory access is required for children to benefit from signs for spoken word learning regardless of children’s verbal STM.

The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children

2018 ◽  
Author(s):  
Lian van Berkel-van Hoof
Keyword(s):  
Word Learning ◽  
Hard Of Hearing ◽  
Language Skills ◽  
Vocabulary Development ◽  
Educational Practice ◽  
Spoken Word ◽  
Communication Aids ◽  
Future Directions ◽  
Schools For The Deaf ◽  
Hearing Children

This chapter focuses on factors that support word learning for both hearing and hard-of-hearing (DHH) children. Vocabulary development is first discussed in hearing children and then DHH children. The chapter suggests several interventions for improving DHH children’s language skills and reviews studies on the efficacy of sign-supported speech for word learning. Sign-supported speech is frequently used in schools for the deaf in the Netherlands. Professionals working with DHH children indicate that this helps the children to better understand the spoken message; however, it is unclear whether this mode of communication aids spoken word learning. Implications for educational practice and future directions are discussed.

scholarly journals Η αντιληπτική λειτουργία παιδιών 8-13 ετών με προγλωσσική απώλεια ακοής

2021 ◽  
Vol 26 (1) ◽  
pp. 169
Author(s):  
Χρήστος Γεωργοκωστόπουλος ◽  
Μαρία Τζουριάδου
Keyword(s):  
Cochlear Implant ◽  
Sign Language ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Oral Communication ◽  
Main Method ◽  
Co Morbidity ◽  
Language Communication ◽  
Hearing Children ◽  
Perceptual Function

In this study, we investigated the perceptual function of deaf/hard of hearing children. The sample of the study consisted of 58 pupils aged 8-13 years old (3rd-6th graders) with severe (60-90 db) or profound (90 db and above) neurosensory hearing loss – pre-lingual with or without cochlear implants. Children with co-morbidity (intellectual disabilities, syndromes, autism, motor disorders, etc.) and children with post-lingual deafness/hearing impairment were excluded. In order to investigate their perceptual function, the Perceptual Functionality Criterion was used. The results of the study show that deaf/hard of hearing participants exhibit a “sporadic” profile regarding the general perceptual functionality. In particular, the participants were found to perform similarly in terms of visual-perceptive skills, while there was one exception, i.e. their visual-motor skills were worse. Higher scores have been shown in the domain of kinesthetic and tactile perception and lower ones regarding vestigial perception, especially in terms of the sense of balance. In addition, the perceptual function was investigated among the cochlear implant participants and those with conventional hearing aids. The results showed no significant differences between the two groups regarding the perceptual function, although the visual perception was found to be significantly better among the users of conventional hearing aids relative to cochlear implant users. Finally, the perceptual function was investigated in terms of the main method of language/communication used. The data indicated that participants, regardless of whether they use sign language, total/bilingual or oral communication, performed roughly similarly on the test variables. Among the different types of main method of language/communication, statistically significant differences were absent, though regarding the visual and kinesthetic perception sign language users outperformed the users of oral communication.

Establishing a Bimodal Bilingual Co-Enrollment Program in Germany: Preconditions, Policy, and Preliminary Data

2019 ◽  
pp. 149-164
Author(s):  
Johannes Hennies ◽  
Kristin Hennies
Keyword(s):  
Sign Language ◽  
Hard Of Hearing ◽  
Preliminary Data ◽  
Spoken Language ◽  
The Political ◽  
Bilingual Programs ◽  
Regular School ◽  
Schools For The Deaf ◽  
Hearing Children

In 2016, the first German bimodal bilingual co-enrollment program for deaf and hard-of-hearing (DHH) students, CODAs, and other hearing children was established in Erfurt, Thuringia. There is a tradition of different models of co-enrollment for DHH children in a spoken language setting in Germany, but there has been no permanent program for co-enrollment of DHH children who use sign language so far. This program draws from the experience of an existing model in Austria to enroll a group of DHH children using sign language in a regular school and from two well-documented bimodal bilingual programs in German schools for the deaf. The chapter describes the preconditions for the project, the political circumstances of the establishment of bimodal bilingual co-enrollment, and the factors that seem crucial for successful realization.

scholarly journals Manual and Spoken Cues in French Sign Language’s Lexical Access: Evidence From Mouthing in a Sign-Picture Priming Paradigm

2021 ◽  
Vol 12 ◽  
Author(s):  
Caroline Bogliotti ◽  
Frederic Isel
Keyword(s):  
Sign Language ◽  
Lexical Access ◽  
Reaction Times ◽  
Error Rates ◽  
Spoken Word ◽  
Experimental Conditions ◽  
Sign Languages ◽  
Lexical Information ◽  
Priming Paradigm ◽  
Deaf Adults

Although Sign Languages are gestural languages, the fact remains that some linguistic information can also be conveyed by spoken components as mouthing. Mouthing usually tend to reproduce the more relevant phonetic part of the equivalent spoken word matching with the manual sign. Therefore, one crucial issue in sign language is to understand whether mouthing is part of the signs themselves or not, and to which extent it contributes to the construction of signs meaning. Another question is to know whether mouthing patterns constitute a phonological or a semantic cue in the lexical sign entry. This study aimed to investigate the role of mouthing on the processing of lexical signs in French Sign Language (LSF), according the type of bilingualism (intramodal vs. bimodal). For this purpose, a behavioral sign-picture lexical decision experiment was designed. Intramodal signers (native deaf adults) and Bimodal signers (fluent hearing adults) have to decide as fast as possible whether a picture matched with the sign seen just before. Five experimental conditions in which the pair sign-mouthing were congruent or incongruent were created. Our results showed a strong interference effect when the sign-mouthing matching was incongruent, reflected by higher error rates and lengthened reaction times compared with the congruent condition. This finding suggests that both groups of signers use the available lexical information contained in mouthing during accessing the sign meaning. In addition, deaf intramodal signers were strongly interfered than hearing bimodal signers. Taken together, our data indicate that mouthing is a determining factor in LSF lexical access, specifically in deaf signers.

scholarly journals Adoption of the sign language with deaf and hard of hearing preschool children

Bastina ◽  
2020 ◽  
pp. 513-535
Author(s):  
Tamara Kovačević ◽  
Ljubica Isaković
Keyword(s):  
Preschool Children ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Critical Period ◽  
Spoken Language ◽  
Preschool Age ◽  
Deaf Children ◽  
The Family ◽  
Adults And Children ◽  
Hearing Children

This study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).

Developing Sign Language Measurements for Research With Deaf Populations

2017 ◽  
Author(s):  
Jon Henner ◽  
Robert Hoffmeister ◽  
Jeanne Reis
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
Assessment Instrument ◽  
Deaf Children ◽  
American Sign ◽  
Language Deprivation ◽  
Signed Language ◽  
Language Assessments ◽  
Hearing Children

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one of the top choices for norm-referenced assessment of deaf and hard of hearing children who use American Sign Language. Signed language assessments can also be used to evaluate the effects of a phenomenon known as language deprivation, which tends to affect deaf children. They can also measure the effects of impoverished and idiosyncratic nonstandard signs and grammar used by educators of the deaf and professionals who serve the Deaf community. This chapter discusses what was learned while developing the ASLAI and provides guidelines for educators and researchers of the deaf who seek to develop their own signed language assessments.

scholarly journals Evaluating the Effectiveness of the Enrichment Program in English using Sign Language of Deaf Students: تقييم فعالية برنامج إثرائي باللغة الإنجليزية باستخدام لغة الإشارة للطلاب الصم

2020 ◽  
Vol 4 (21) ◽  
Author(s):  
Sahar Zedan Zaien, Manssour Habbash
Keyword(s):  
Academic Performance ◽  
American Sign Language ◽  
Sign Language ◽  
Hard Of Hearing ◽  
English Language ◽  
Control Group ◽  
Enrichment Programs ◽  
Deaf Students ◽  
Enrichment Program ◽  
Experimental Group

Deaf and hard of hearing students are at disadvantage in standard learning environment resultantly their academic performance is poor as compared to normal peers. The current study evaluated a newly designed English Language Enrichment Program with the help of American Sign Language as the medium of instruction at Community College of the University of Tabuk. In this quantitative experimental study 20 female deaf students were divided randomly, 10 in experimental and 10 in the control group. The Enrichment Program was administered to the students in the experimental group, however, no Enrichment Program was delivered to the control group. After the program, both groups took an assessment test to demonstrate the efficiency of ELEP. The results revealed that the academic performance of the experimental group significantly improved as compared to that of the control group. The current study provided a framework for future studies to design and implement Enrichment Programs to uplift the learning process among deaf and hard of hearing students.

Linguistic Performance of Hard-of-Hearing and Normal-Hearing Children

1974 ◽  
Vol 17 (2) ◽  
pp. 286-293 ◽  
Author(s):  
Joseph Wilcox ◽  
Henry Tobin
Keyword(s):  
Public School ◽  
Language Development ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Control Group ◽  
Grammatical Form ◽  
Linguistic Performance ◽  
Hearing Children ◽  
Experimental Group ◽  
Repetition Task

A repetition task was employed to investigate syntactic patterns of hard-of-hearing children. The subjects were 11 students enrolled in public-school classes for the hard-of-hearing. A matching control group of normal-hearing children was selected from the same schools. It was found that both groups tended to use grammatical constructions rather than nongrammatical approximations. The hard-of-hearing group, however, achieved significantly lower means in each grammatical form tested, and tended to substitute simpler forms. This lower level of performance seemed to represent a difference of degree rather than kind, as the experimental group displayed linguistic performance similar to the control group but showed a general delay in language development.

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