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ERIC Number: EJ1255338
Record Type: Journal
Publication Date: 2020-Jun
Pages: 26
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0142-7237
EISSN: N/A
Sign Effects in Spoken Word Learning by Oral Deaf and Hard-of-Hearing Children, and by Hearing Children
van Berkel-van Hoof, Lian; Hermans, Daan; Knoors, Harry; Verhoeven, Ludo
First Language, v40 n3 p300-325 Jun 2020
Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience with limited auditory access is required for a sign effect to occur. Nine- to 11-year-old children participated in a word learning task in which half of the words were presented with an augmentative sign. Non-signing DHH children (N = 19) were trained in normal sound, whereas a control group of hearing peers (N = 38) were trained in multi-speaker babble noise. The researchers also measured verbal short-term memory (STM). For the DHH children, there was a sign effect on speed of spoken word recognition, but not accuracy, and no interaction between the sign effect in reaction times and verbal STM. The hearing children showed no sign effect for either speed or accuracy. These results suggest that not necessarily sign language knowledge, but rather prolonged experience with limited auditory access is required for children to benefit from signs for spoken word learning regardless of children's verbal STM.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A