NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ822341
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1081-4159
Lexical and Grammatical Abilities in Deaf Italian Preschoolers: The Role of Duration of Formal Language Experience
Rinaldi, Pasquale; Caselli, Cristina
Journal of Deaf Studies and Deaf Education, v14 n1 p63-75 Win 2009
We evaluated language development in deaf Italian preschoolers with hearing parents, taking into account the duration of formal language experience (i.e., the time elapsed since wearing a hearing aid and beginning language education) and different methods of language education. Twenty deaf children were matched with 20 hearing children for age and with another 20 hearing children for duration of experience. Deaf children showed a significant delay in both vocabulary and grammar when compared to same-age hearing children yet a similar development compared to hearing children matched for duration of formal language experience. The delay in linguistic development could be attributable to shorter formal language experience and not to deafness itself. Deaf children exposed to spoken language accompanied by signs tended to understand and produce more words than children exposed only to spoken language. We suggest that deaf children be evaluated based on their linguistic experience and cognitive and communicative potential.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy