ERIC Number: ED455620
Record Type: RIE
Publication Date: 2001-Jun
Reference Count: N/A
Language Development in Children Who Are Deaf: A Research Synthesis.
This document is designed to provide educators with an objective synthesis of the current research on language development in children who are deaf. The materials reviewed were primarily peer-reviewed articles published in the last 10 years. Only references that focus primarily on deafness were included; however, some studies also involved children who are considered to be hard of hearing. Findings from the review indicate: (1) language development depends on frequent, consistent, and accessible communication, regardless of whether it is through signed or spoken language; (2) most children who are deaf not only start learning language later than their peers, but are confronted with less consistent language models when they do start; (3) children who are deaf who learn sign language as preschoolers show better academic achievement and social adjustment during the school years; (4) programs that combine sign language and spoken English may be more effective than programs that use either spoken or sign language alone; (5) cochlear implants improve speech perception, vocabulary growth, and receptive and expressive communication skills; and (6) administrators and policymakers can have a more positive impact on the language development of children with deafness by supporting early intervention. (Contains approximately 180 references.) (CR)
Descriptors: Cochlear Implants, Cued Speech, Deafness, Early Intervention, Elementary Secondary Education, Language Acquisition, Parent Child Relationship, Preschool Education, Sign Language
National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Tel: 703-519-7008 (TDD); Fax: 703-519-3808; e-mail: email@example.com; Web site: http://www.nasdse.org.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.