Comparing Motor Development of Deaf Children of Deaf Parents and Deaf Children of Hearing Parents

2004 ◽  
Vol 149 (3) ◽  
pp. 281-289 ◽  
Author(s):  
Lauren J. Lieberman ◽  
Lori Volding ◽  
Joseph P. Winnick
Keyword(s):  
Motor Development ◽  
Deaf Children ◽  
Hearing Parents ◽  
Deaf Parents

Outcomes of cochlear implantation in deaf children of deaf parents: comparative study

2012 ◽  
Vol 126 (10) ◽  
pp. 989-994 ◽  
Author(s):  
S Hassanzadeh
Keyword(s):  
Cochlear Implantation ◽  
Speech Intelligibility ◽  
Second Generation ◽  
Rating Scale ◽  
Reference Group ◽  
Speech Development ◽  
Deaf Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
First And Second Generation

AbstractObjective:This retrospective study compared the cochlear implantation outcomes of first- and second-generation deaf children.Methods:The study group consisted of seven deaf, cochlear-implanted children with deaf parents. An equal number of deaf children with normal-hearing parents were selected by matched sampling as a reference group. Participants were matched based on onset and severity of deafness, duration of deafness, age at cochlear implantation, duration of cochlear implantation, gender, and cochlear implant model. We used the Persian Auditory Perception Test for the Hearing Impaired, the Speech Intelligibility Rating scale, and the Sentence Imitation Test, in order to measure participants' speech perception, speech production and language development, respectively.Results:Both groups of children showed auditory and speech development. However, the second-generation deaf children (i.e. deaf children of deaf parents) exceeded the cochlear implantation performance of the deaf children with hearing parents.Conclusion:This study confirms that second-generation deaf children exceed deaf children of hearing parents in terms of cochlear implantation performance. Encouraging deaf children to communicate in sign language from a very early age, before cochlear implantation, appears to improve their ability to learn spoken language after cochlear implantation.

Visuele communicatie in ouder-kindinteracties

1970 ◽  
Vol 70 ◽  
pp. 93-110
Author(s):  
Beatrijs Wille
Keyword(s):  
Role Models ◽  
Visual Communication ◽  
Communication Strategies ◽  
Deaf Children ◽  
Striking Difference ◽  
Visual Environment ◽  
Hearing Parents ◽  
Deaf Parents

Previous analyses show that deaf mothers support their deaf children in order to providethe child with full access to the visual-oriented world. They do this by incorporatingVisual Communication Strategies (VCS), which facilitate the access to Flemish SignLanguage and the potential immediate acquisition of language. In contrast, hearingparents encounter more difficulties when creating a linguistically stimulating environment.The research reported on in this paper combines a longitudinal and cross-sectionalapproach, focussing on the use of visual environment created by deaf and hearing parents.Our study shows a striking difference between the visual environment created by deaf andhearing parents. With respect to the visual communication approaches chosen by the deafparents, deaf parents may act as role models for hearing parents.

scholarly journals The impact of input quality on early sign development in native and non-native language learners

2016 ◽  
Vol 43 (3) ◽  
pp. 537-552 ◽  
Author(s):  
JENNY LU ◽  
ANNA JONES ◽  
GARY MORGAN
Keyword(s):  
Sign Language ◽  
Language Learners ◽  
Early Sign ◽  
Deaf Children ◽  
Language Abilities ◽  
Number Of Children ◽  
Hearing Parents ◽  
Deaf Parents ◽  
The Impact

AbstractThere is debate about how input variation influences child language. Most deaf children are exposed to a sign language from their non-fluent hearing parents and experience a delay in exposure to accessible language. A small number of children receive language input from their deaf parents who are fluent signers. Thus it is possible to document the impact of quality of input on early sign acquisition. The current study explores the outcomes of differential input in two groups of children aged two to five years: deaf children of hearing parents (DCHP) and deaf children of deaf parents (DCDP). Analysis of child sign language revealed DCDP had a more developed vocabulary and more phonological handshape types compared with DCHP. In naturalistic conversations deaf parents used more sign tokens and more phonological types than hearing parents. Results are discussed in terms of the effects of early input on subsequent language abilities.

Aspecten in de Gebarentaalontwikkeling van Dove Kinderen van Dove en Horende Ouders

1995 ◽  
Vol 53 ◽  
pp. 61-69
Author(s):  
Carola Rooijmans
Keyword(s):  
Sign Language ◽  
Language Production ◽  
Deaf Child ◽  
Observational Research ◽  
Deaf Children ◽  
Sign Languages ◽  
Hearing Parents ◽  
Deaf Parents ◽  
School For The Deaf ◽  
Mean Length Of Utterance

Research has shown parallels in the development of linguistic aspects found in sign languages and spoken languages when acquired as a first language (Newport & Meier, 1985). Deaf children of deaf parents (DCDP) are exposed to sign language early and are able to acquire it effortlessly. However, only about 10% of deaf children have deaf parents. More commonly the deaf child is born into a hearing family. These hearing parents usually use a communication system in which spoken words are supported simultaneously with signs. Such a sign system differs considerably from a sign language as it is not a natural language. Deaf children of hearing parents (DCHP) come into contact with sign language when they go to a school for the deaf. Research indicates that DCHP do acquire sign language structures, but this acquisition is delayed (Knoors, 1992). In this study a description of the development of morpho-syntactic and lexical aspects of the Sign Language of the Netherlands is given. The sign language production of three DCDP is analysed every six months from 1;0 to 3;6. Furthermore, the sign language production of three DCHP at the age of 3;6 is compared with that of the DCDP at the same age. The study includes both general measures such as Mean Length of Utterance and Type/Token Ratio and aspects specific to sign languages such as the use of POINTS in two sign combinations. Recommendations will be made with respect to the improvement of observational research on language acquision of DCDP and DCHP.

Taalontwikkeling Door Middel Van Gebaren En Gebarentaal

1986 ◽  
Vol 24 ◽  
pp. 81-89
Author(s):  
Rita Harder
Keyword(s):  
Sign Language ◽  
Deaf Children ◽  
Visual Modality ◽  
Linguistic Development ◽  
Syntactic Structures ◽  
Hearing Parents ◽  
Deaf Parents ◽  
Total Communication ◽  
Hearing Children ◽  
The Way

In the last few years many different studies have shed light on the cognitive and linguistic development of deaf children of deaf parents, using sign language. Since hearing loss does not influence a visual modality, the assumption was made that the linguistic development of deaf children of deaf parents, in the acquisition of sign language, should be normal. Research has shown that the way deaf children of deaf parents acquire sign language is similar to the way hearing children acquire their language. Both groups use the same semantic relations first in the same syntactic structures, the vocabulary and length of utterance expand in the same manner, and they show the same sort of overgeneralizations. As a result of studies concerning the language development of deaf children of deaf parents hometraining-programs for deaf children of hearing parents have reconsidered their approach concerning the use of signs in their programs, that is in the Total Communication philosophy they consider signs as an important part of the communication between hearing parents and their deaf children.

scholarly journals The value of interaction in the acquisition of a sign language

2014 ◽  
Vol 14 (4) ◽  
pp. 769-798
Author(s):  
Elidéa Lúcia Almeida Bernardino
Keyword(s):  
Sign Language ◽  
First Language ◽  
Deaf Child ◽  
Deaf Children ◽  
Communicative Interaction ◽  
Hearing Parents ◽  
Fields Of Study ◽  
Deaf Parents ◽  
Brazilian Sign Language ◽  
First Contact

The acquisition of a sign language as a first language is a subject that is also of interest to researchers from many fields of study. This acquisition is significant for both deaf children of deaf parents as well as those of hearing parents, who consequently have late access to a language like Brazilian Sign language (Libras). The present study describes a test conducted with a pair of deaf twins who have hearing parents and who had their first contact with Libras at 5 years of age. However, upon being tested less than three years later, the twins showed a performance in Libras that was comparable to a deaf child of deaf parents. Although inconclusive, this study seeks to show the value of a continuous interlocutor, together with a genuine communicative interaction beginning from childhood, as commonly occurs with deaf twins, in the acquisition of a sign language.

Parental strategies used in communication with their deaf infants

2019 ◽  
Vol 35 (2) ◽  
pp. 165-183 ◽  
Author(s):  
Wille Beatrijs ◽  
Van Lierde Kristiane ◽  
Van Herreweghe Mieke
Keyword(s):  
Mother Tongue ◽  
Deaf Child ◽  
Deaf Children ◽  
Cross Sectional ◽  
Hearing Parents ◽  
Deaf Parents ◽  
Children First ◽  
Language Accessibility ◽  
Implicit And Explicit ◽  
Parental Strategies

One way of increasing caregivers’ language accessibility when interacting with a deaf child is through visual communication strategies. By using both a longitudinal and cross-sectional approach, this study will reveal which strategies deaf and hearing parents prefer and implement in their daily communication with their deaf children. First, the interactions of one deaf and two hearing mothers with their deaf children were recorded over the course of 18 months starting when their children were 6 months of age. Second, interactions of 5 mothers and 5 fathers (i.e. each two deaf and three hearing) with their deaf children (24 months old) were analysed for implicit and explicit strategy-use. It indicated gender related differences and confirmed caregivers’ tendencies to rely on strategies closely related to the modality of their mother tongue. Finally, deaf parents outperformed the hearing parents in the duration of successful interaction moments with their deaf children.

scholarly journals Deaf and hearing children’s picture naming

2017 ◽  
Vol 8 (1) ◽  
pp. 69-88 ◽  
Author(s):  
Robin L. Thompson ◽  
Rachel England ◽  
Bencie Woll ◽  
Jenny Lu ◽  
Katherine Mumford ◽  
...  
Keyword(s):  
Sign Language ◽  
Naming Task ◽  
Deaf Children ◽  
Typically Developing ◽  
Spoken English ◽  
Hearing Parents ◽  
British Sign Language ◽  
Deaf Parents ◽  
Hearing Children ◽  
Representational Gestures

Abstract Stefanini, Bello, Caselli, Iverson, & Volterra (2009) reported that Italian 24–36 month old children use a high proportion of representational gestures to accompany their spoken responses when labelling pictures. The two studies reported here used the same naming task with (1) typically developing 24–46-month-old hearing children acquiring English and (2) 24–63-month-old deaf children of deaf and hearing parents acquiring British Sign Language (BSL) and spoken English. In Study 1 children scored within the range of correct spoken responses previously reported, but produced very few representational gestures. However, when they did gesture, they expressed the same action meanings as reported in previous research. The action bias was also observed in deaf children of hearing parents in Study 2, who labelled pictures with signs, spoken words and gestures. The deaf group with deaf parents used BSL almost exclusively with few additional gestures. The function of representational gestures in spoken and signed vocabulary development is considered in relation to differences between native and non-native sign language acquisition.

Some functions and uses of literacy in the deaf community

1985 ◽  
Vol 14 (2) ◽  
pp. 205-221 ◽  
Author(s):  
Madeline Maxwell
Keyword(s):  
Social Activity ◽  
Written Language ◽  
Deaf Children ◽  
Social Community ◽  
Deaf Person ◽  
Hearing Parents ◽  
Reading Abilities ◽  
Deaf Parents ◽  
Deaf Adults ◽  
Deaf Literacy

AbstractDifferences in patterns of literacy can be understood in terms of communicative needs as governed by culturally learned notions about the appropriateness of a given communicative mode for a given social activity and by practicality as determined by biological structures and processes. It is through literacy that the deaf person can share in the linguistic experiences of the society at large, since written language is not distorted by the handicapped auditory sense. This study provides the first analysis of the ways writing is used among the deaf and between deaf and hearing communicators. Four groups were consulted and observed: the social community of deaf adults who sign, families in which parents are hearing and at least one child is deaf, families in which parents are deaf and children are hearing or deaf, deaf and hearing schoolteachers. Families with hearing parents use virtually no writing, whereas families with deaf parents and deaf adults in general use writing for several functions. The reading abilities of deaf school leavers seldom exceed fourth grade level; nevertheless, deaf adults use writing daily for exchange of information in the home, in public, on the job, and for communication by means of a telephone adaptation with a keyboard. The uses of literacy are largely conversational, personal, and instrumental. Commercial print in the form of captioned television and movies is also available. Deaf children born to deaf parents are socialized into these uses. Deaf children born to hearing parents are not. Writing which occurs in classrooms with deaf children is largely limited to lesson work, even when teachers are deaf. Literacy programs should take into account the communicative needs of deaf adults and the patterns of literacy use in deaf families. (Literacy, deafness, crosscultural analysis, ethnography of communication)

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