Observations showed that the use of signs did not impede the development of speech. Instead it seems to increase the children's skill in lipreading, although the early use of written language may play a part by facilitating the encoding of lip movements. (Author)

A 4 year old deaf girl of hearing parents was observed during communication with adults, an infant, and a deaf peer. In order to assure meaningful communication, this girl who had had early exposure to communication in signs modified and altered her way of signing, depending on who was being addressed. (Author)

Differences in teachers' ability to use separate signs for English grammatical endings and the use of characteristics of American Sign Language were found. Deaf teachers deleted far fewer signs and used more elements of ASL while the inexperienced hearing teachers did the reverse. (Author/DB)

The article examines educational programing implications for adolescents with Usher's syndrome, a condition of congenital deafness accompanied by progressive loss of vision through retinitis pigmentosa. (DB)

The literature on the psychosocial development of deaf children is reviewed as it pertains to human sexuality. It appears that many deaf children, while in need of sexual information and opportunities for affective development, are generally exposed to neither. (Author)

One hundred American Sign Language signs selected from sign vocabularies used with mentally retarded persons were rated for iconicity (the visual resemblance between a sign and the object or action it represents) by 20 college students, 12 deaf adults, and 20 first graders. (Author)

All of the children were presented conservation of liquid and weight problems and 12 metaphor items. The results suggest that hearing loss did not affect the solution of either conservation or metaphor. (Author)

Deaf children and hearing mothers using oral only communication spent significantly less time engaged in interaction than did mothers and children in the two groups using sign language or the hearing group. The major finding affirms the similarities between the deaf mother/deaf child pairs and the hearing mother/hearing child pairs. (Author)

Research shows that native signers do better academically than Ss who use speechreading, written English, or manual forms of English. Instruction through a natural sign language is also a benefit, and the transition to teaching through English can be successfully accomplished at about the fifth-grade level. (Author)

The bibliography containing more than 2,000 references on tactile aids was prepared as a resource guide for teachers and clinicians who must make informed decisions about the relative benefits of tactile aids for hearing-impaired individuals. (Author/CL)

A consumer-related social skills training program using card games, modeling, feedback, contingent reinforcement, and behavior rehearsal was effective in improving the interpersonal skills of four hearing impaired adolescents. Skills included responding to small talk, asking questions, criticizing a product or service, and responding to suggestive…

Teachers and professionals (N=190) rated the importance of 55 competencies for teachers of hearing-impaired students. The ratings were analyzed with a nonparametric analysis of variance. The findings presented evidence of the need to modify the practice of providing the same certification for all teachers of hearing-impaired students. (Author)

Analysis of scores on 47 hearing impaired and 46 hearing college students on Hermans' Prestatie Motivatie Test a measure focusing on English writing skills, revealed no significant difference between the two groups. (CL)

A national survey to determine current lanaguage methods and instructional philosophies indicated that many educators of hearing-impaired children combine various language approaches rather than adhering closely to any one method. Opinions as to the type of symbol system to use and when and how to use them varied greatly. (Author/CL)

Curricular plans for deaf students include the study of English but not of American Sign Language (ASL). This omission suggests a lack of recognition of ASL as a language and as the communication system of deaf people. Every program for the deaf students should include ASL in its requirements. (Author/CL)