scholarly journals Kenya Sign Language (KSL) Phonology: Articulatory Properties and Phonological Processes

2018 ◽  
Vol 6 (4) ◽  
pp. 169-182
Author(s):  
Jefwa G. Mweri
Keyword(s):  
Sign Language ◽  
Phonological Processes

scholarly journals Comparing child and adult development of a visual phonological system

2010 ◽  
Vol 1 (1) ◽  
pp. 67-81 ◽  
Author(s):  
Gerardo Ortega ◽  
Gary Morgan
Keyword(s):  
Sign Language ◽  
Adult Development ◽  
Motor Development ◽  
Phonological Processes ◽  
Location Errors ◽  
Cognitive Limitations ◽  
Phonological System

Research has documented systematic articulation differences in young children’s first signs compared with the adult input. Explanations range from the implementation of phonological processes, cognitive limitations and motor immaturity. One way of disentangling these possible explanations is to investigate signing articulation in adults who do not know any sign language, but have mature cognitive and motor development. Some preliminary observations are provided on signing accuracy in a group of adults using a sign repetition methodology. Adults make the most errors with marked handshapes and produce movement and location errors akin to child signers. Secondly, there are both positive and negative influences of iconicity on sign repetition in adults. Possible reasons are discussed for these iconicity effects based on gesture.

scholarly journals Phonological Processes in the American Sign Language

2014 ◽  
Vol 1 ◽  
Author(s):  
Lynn A. Friedman
Keyword(s):  
American Sign Language ◽  
Sign Language ◽  
Annual Meeting ◽  
American Sign ◽  
Phonological Processes

Proceedings of the First Annual Meeting of the Berkeley Linguistics Society (1975), pp. 147-159

Phonological processes and sign language development

1990 ◽  
Vol 10 (30) ◽  
pp. 268-268
Author(s):  
John Clibbens ◽  
Margaret Harris
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Phonological Processes

Procedure for Maximizing Phonological Information from Single-Word Responses

1984 ◽  
Vol 15 (4) ◽  
pp. 267-274 ◽  
Author(s):  
Harriet B. Klein
Keyword(s):  
Phonological Information ◽  
Single Word ◽  
Preliminary Assessment ◽  
Target Attainment ◽  
Phonological Processes ◽  
Step Procedure ◽  
Yield Information ◽  
Assessment Measure ◽  
Busy Clinician ◽  
Planning Intervention

Formal articulation test responses are often used by the busy clinician as a basis for planning intervention goals. This article describes a 6-step procedure for using efficiently the single-word responses elicited with an articulation test. This procedure involves the assessment of all consonants within a word rather than only test-target consonants. Responses are organized within a Model and Replica chart to yield information about an individual's (a) articulation ability, (b) frequency of target attainment, substitutions, and deletions, (c) variability in production, and (d) phonological processes. This procedure is recommended as a preliminary assessment measure. It is advised that more detailed analysis of continuous speech be undertaken in conjunction with early treatment sessions.

Using Conventional Articulation Tests With Highly Unintelligible Children

1992 ◽  
Vol 23 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Pamela G. Garn-Nunn ◽  
Vicki Martin
Keyword(s):  
Test Results ◽  
Phonological Processes ◽  
Rule Based ◽  
Severity Level ◽  
Error Sensitivity ◽  
Conventional Tests ◽  
Severity Levels ◽  
Conventional Test ◽  
Impaired Children

This study explored whether or not standard administration and scoring of conventional articulation tests accurately identified children as phonologically disordered and whether or not information from these tests established severity level and programming needs. Results of standard scoring procedures from the Assessment of Phonological Processes-Revised, the Goldman-Fristoe Test of Articulation, the Photo Articulation Test, and the Weiss Comprehensive Articulation Test were compared for 20 phonologically impaired children. All tests identified the children as phonologically delayed/disordered, but the conventional tests failed to clearly and consistently differentiate varying severity levels. Conventional test results also showed limitations in error sensitivity, ease of computation for scoring procedures, and implications for remediation programming. The use of some type of rule-based analysis for phonologically impaired children is highly recommended.

Understanding the Communication Needs of Culturally and Linguistically Diverse Students Who Are Deafblind

2017 ◽  
Vol 2 (12) ◽  
pp. 81-88
Author(s):  
Sandy K. Bowen ◽  
Silvia M. Correa-Torres
Keyword(s):  
Sign Language ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Spoken Language ◽  
Culturally And Linguistically Diverse ◽  
Alternative Communication ◽  
Linguistically Diverse Students ◽  
The Past ◽  
Communication Needs ◽  
Different Cultures

America's population is more diverse than ever before. The prevalence of students who are culturally and/or linguistically diverse (CLD) has been steadily increasing over the past decade. The changes in America's demographics require teachers who provide services to students with deafblindness to have an increased awareness of different cultures and diversity in today's classrooms, particularly regarding communication choices. Children who are deafblind may use spoken language with appropriate amplification, sign language or modified sign language, and/or some form of augmentative and alternative communication (AAC).

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