Conceptual Sign Language Acquisition by Spanish-Speaking Parents of Hearing-Impaired Children

1986 ◽  
Vol 131 (4) ◽  
pp. 285-287
Author(s):  
Kathee M. Christensen
Keyword(s):  
Language Acquisition ◽  
Sign Language ◽  
Hearing Impaired ◽  
Spanish Speaking ◽  
Impaired Children ◽  
Hearing Impaired Children

Inflectional Morphemes in the Manual English of Young Hearing-Impaired Children and Their Mothers

1978 ◽  
Vol 21 (2) ◽  
pp. 372-386 ◽  
Author(s):  
Kathleen E. Crandall
Keyword(s):  
Sign Language ◽  
Good Predictor ◽  
Normal Hearing ◽  
Hearing Impaired ◽  
Syntactic Function ◽  
Inflectional Morphemes ◽  
Hearing Children ◽  
Impaired Children ◽  
Hearing Impaired Children

Spontaneous sign-language samples were collected in a controlled interactive situation from 20 young hearing-impaired children and their mothers. Inflectional morphemes in the samples were described by cher attributes and classified for syntactic function within utterances. Inflectional morpheme productivity did not increase significantly with age; mean manual English morphemes per utterance did increase with age. The first six inflectional morphemes used by the children studied were the same as those used by normal-hearing children. A good predictor of the child’s use of inflectional morphemes was the mother’s use of these morphemes.

A Feasibility Scale for Language Acquisition Routing for Young Hearing-Impaired Children

1977 ◽  
Vol 8 (4) ◽  
pp. 222-233
Author(s):  
Ralph R. Rupp ◽  
Marquerite Smith ◽  
Patricia Briggs ◽  
Karen Litvin ◽  
Sharon Banachowski ◽  
...  
Keyword(s):  
Language Acquisition ◽  
Case Studies ◽  
Individual Case ◽  
Hearing Impaired ◽  
Clinical Report ◽  
Evaluation Tool ◽  
Early Language ◽  
Impaired Children ◽  
Hearing Impaired Children

This clinical report describes an evaluation scale for use in early habilitative planning for hearing-impaired children. The scale is designed to assist clinical audiologists and other concerned professionals in recommending an appropriate approach for early language stimulation based on the needs of each child. The report describes and explains the various factors considered in the evaluation scale. Individual case studies are included to illustrate various aspects of the scale and to highlight its value as an evaluation tool. To the extent that learning can be understood, methods for directing and guiding learning can be devised and tested, but the focus of education is upon learning and not upon method (Haskew, 1959, p. 21).

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