scholarly journals Language Development and Deaf/Hard of Hearing Children

2019 ◽  
Vol 9 (2) ◽  
pp. 135 ◽  
Author(s):  
Jessica A. Scott ◽  
Hannah M. Dostal
Keyword(s):  
Language Development ◽  
American Sign Language ◽  
Hard Of Hearing ◽  
Communication Systems ◽  
Research Literature ◽  
Natural Languages ◽  
Spoken English ◽  
Replication Studies ◽  
Indirect Impacts ◽  
Hearing Children

This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended.

Working With Deaf and Hard-of-Hearing Children From Linguistically Diverse Backgrounds

2020 ◽  
pp. 157-179
Author(s):  
Karen Garrido-Nag ◽  
James McCann
Keyword(s):  
American Sign Language ◽  
Case Studies ◽  
Hard Of Hearing ◽  
Linguistic Diversity ◽  
Cultural Beliefs ◽  
Linguistically Diverse ◽  
Clinical Experiences ◽  
Spoken English ◽  
The Usa ◽  
Hearing Children

An increasing number of deaf and hard-of-hearing (D/HH) children live in homes where languages other than English or American Sign Language (ASL) are used. This chapter reviews issues of culture and linguistic diversity when working with D/HH multilingual learners (DMLs) from identification and early intervention through school entry. The authors will provide two case studies to explore the issues of service delivery to DMLs and their families: 1) Ji-Hun, who appears to use several spoken languages, including Korean, Japanese, and English, and 2) Ana, who is a recent immigrant to the USA and appears to use ASL, spoken Spanish, and spoken English. The discussion of these two case studies will encompass some cultural differences, including 1) openness to engagement with providers, 2) cultural beliefs about hearing loss, 3) community systems and familiar support, 4) perceptions of systems and authorities. The case studies presented are not based on actual clients but are drawn from the clinical experiences of the authors.

Foundations of Language Development in Deaf and Hard-of-Hearing Infants

2020 ◽  
pp. 19-32
Author(s):  
Dani Levine ◽  
Daniela Avelar ◽  
Roberta Michnick Golinkoff ◽  
Kathy Hirsh-Pasek ◽  
Derek M. Houston
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Cochlear Implants ◽  
Hearing Aids ◽  
Hard Of Hearing ◽  
Social Processes ◽  
Effective Interventions ◽  
Hearing Devices ◽  
Language Input ◽  
Hearing Children

Copious evidence indicates that, even in the first year of life, children’s language development is beginning and is impacted by a wide array of cognitive and social processes. The extent to which these processes are dependent on early language input is a critical concern for most deaf and hard-of-hearing (DHH) children, who, unlike hearing children, are usually not immersed in a language-rich environment until effective interventions, such as hearing aids or cochlear implants, are implemented. Importantly, some cognitive and social processes are not dependent on the early availability of language input and begin to develop before children are fitted for hearing aids or cochlear implants. Interventions involving parent training may be helpful for enhancing social underpinnings of language and for maximizing DHH children’s language learning once effective hearing devices are in place. Similarly, cognitive training for DHH children may also provide benefit to bolster language development.

scholarly journals Relations Between Teacher Talk Characteristics and Child Language in Spoken-Language Deaf and Hard-of-Hearing Classrooms

2018 ◽  
Vol 61 (12) ◽  
pp. 2977-2995 ◽  
Author(s):  
Molly K. Duncan ◽  
Amy R. Lederberg
Keyword(s):  
Hierarchical Linear Modeling ◽  
Hard Of Hearing ◽  
Wait Time ◽  
Teacher Talk ◽  
Second Grade ◽  
Linear Modeling ◽  
Spoken English ◽  
School Year ◽  
Hearing Children ◽  
Explicit Vocabulary

PurposeThe aim of this study was to examine relations between teachers' conversational techniques and language gains made by their deaf and hard-of-hearing students. Specifically, we considered teachers' reformulations of child utterances, language elicitations, explicit vocabulary and syntax instruction, and wait time.MethodThis was an observational, longitudinal study that examined the characteristics of teacher talk in 25 kindergarten through second-grade classrooms of 68 deaf and hard-of-hearing children who used spoken English. Standardized assessments provided measures of child vocabulary and morphosyntax in the fall and spring of a school year. Characteristics of teacher talk were coded from classroom video recordings during the winter of that year.ResultsHierarchical linear modeling indicated that reformulating child statements and explicitly teaching vocabulary were significant predictors of child vocabulary gains across a school year. Explicitly teaching vocabulary also significantly predicted gains in morphosyntax abilities. There were wide individual differences in the teachers' use of these conversational techniques.ConclusionReformulation and explicit vocabulary instruction may be areas where training can help teachers improve, and improvements in the teachers' talk may benefit their students.

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.

What’s That You Say? Communication Breakdowns and Their Repairs in Children Who Are Deaf or Hard of Hearing

2020 ◽  
Vol 25 (4) ◽  
pp. 490-504
Author(s):  
Erin Fitzpatrick ◽  
Bonita Squires ◽  
Elizabeth Kay-Raining Bird
Keyword(s):  
Young Children ◽  
Language Development ◽  
Hard Of Hearing ◽  
Chronological Age ◽  
Pragmatic Language ◽  
The People ◽  
Hearing Children ◽  
Meaningful Connections ◽  
Communication Breakdowns ◽  
Conversational Fluency

Abstract Conversational fluency is important to form meaningful connections and relationships with the people around us but is understudied in children who are deaf or hard of hearing (D/HH). Communication breakdowns reduce conversational fluency. They occur when a speaker says something that interrupts the flow of conversation requiring a request for clarification or confirmation from their listener to repair the misunderstanding. Young children who are D/HH are at risk of more frequent communication breakdowns and fewer successful repairs than children with typical hearing (The missing link in language development of deaf and hard of hearing children: Pragmatic language development. Seminars in Speech and Language, 33 (04), 297–309). About 14 children who were D/HH aged 7–12 year and 15 children with typical hearing were matched on chronological age. Comparisons of the number and duration of communication breakdowns, requests for repair, and responses to requests used by children in a 10-min conversation with an adult were completed. Results showed that while children who were D/HH demonstrated some differences, they were more similar to their typically hearing peers in communication breakdowns and repairs than previously reported in the literature.

scholarly journals Toegepaste Aspecten Van Het Taalpsychologisch Onderzoek

1979 ◽  
Vol 7 ◽  
pp. 3-11
Author(s):  
Willem J.M. Levelt
Keyword(s):  
Second Language Acquisition ◽  
American Sign Language ◽  
Interdisciplinary Research ◽  
Communication Systems ◽  
Potential Importance ◽  
Psycholinguistic Research ◽  
Research Activity ◽  
Natural Languages ◽  
Reading And Writing ◽  
Successful Communication

These introductory remarks review some developments in Dutch applied psycholinguistic research during the last five years. Among them are the following: (1) Dutch psychologists show increased interest in child language, but still not enough to be of much help to the applied worker, (2) Interdisciplinary research in second language acquisition and bilingualism has blossomed up a great deal, (3) Reading and writing of Dutch, with special reference to Dutch morphology and spelling has become a field of much research activity, (4) Interactive research between psychologists, linguists and neuro-logists has rapidly developed over the recent years, in more or less institutionalized forms. It is of great potential importance for applications of various sorts. Applied psycholinguistics is often concerned with the promotion of successful communication. The paper stresses that natural languages are, in a critical way, more than just intelligent and effective communication systems. This is argued with reference to recent research in American Sign Language (versus chimp signing), in aphasia, and of a modern-day "wild child's" language. This critical distinction should be crucial for the applied worker as well.

scholarly journals The Missing Link in Language Development of Deaf and Hard of Hearing Children: Pragmatic Language Development

2012 ◽  
Vol 33 (04) ◽  
pp. 297-309 ◽  
Author(s):  
Dianne Goberis ◽  
Dinah Beams ◽  
Molly Dalpes ◽  
Amanda Abrisch ◽  
Rosalinda Baca ◽  
...  
Keyword(s):  
Language Development ◽  
Hard Of Hearing ◽  
Pragmatic Language ◽  
Missing Link ◽  
Hearing Children
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