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Sidera, Francesc; Morgan, Gary; Serrat, Elisabet – Journal of Deaf Studies and Deaf Education, 2020
Children who are deaf and hard of hearing (DHH) and born to hearing parents have delays in their social-cognitive development and in particular in their theory of mind (ToM). These delays are often attributed to the difficulties they encounter in acquiring age-appropriate linguistic and communicative skills. The present study asks whether this…
Descriptors: Young Children, Deafness, Hearing Impairments, Developmental Delays
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Wille, Beatrijs; Allen, Thomas; Van Lierde, Kristiane; Van Herreweghe, Mieke – Journal of Deaf Studies and Deaf Education, 2020
This study addresses the topic of visual communication and early sign language acquisition in deaf children with a Flemish Sign Language (Vlaamse Gebarentaal or VGT) input. Results are obtained through a checklist focusing on sign-exposed deaf children's visual communication and early sign language acquisition: the adapted VGT Visual Communication…
Descriptors: Sign Language, Linguistic Input, Deafness, Foreign Countries
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Antia, Shirin D.; Lederberg, Amy R.; Easterbrooks, Susan; Schick, Brenda; Branum-Martin, Lee; Connor, Carol M.; Webb, Mi-Young – Journal of Deaf Studies and Deaf Education, 2020
We examined the language and reading progress of 336 young DHH children in kindergarten, first and second grades. Trained assessors tested children's language, reading, and spoken and fingerspelled phonological awareness in the fall and spring of the school year. Children were divided into groups based on their auditory access and classroom…
Descriptors: Deafness, Phonological Awareness, Finger Spelling, Reading Comprehension
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Bosworth, Rain; Stone, Adam; Hwang, So-One – Journal of Deaf Studies and Deaf Education, 2020
Language knowledge, age of acquisition (AoA), and stimulus intelligibility all affect gaze behavior for reading print, but it is unknown how these factors affect "sign-watching" among signers. This study investigated how these factors affect gaze behavior during sign language comprehension in 52 adult signers who acquired American Sign…
Descriptors: Video Technology, Eye Movements, Behavior Patterns, American Sign Language
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Young, Alys; Ferguson-Coleman, Emma; Wright, Barry; Le Couteur, Ann – Journal of Deaf Studies and Deaf Education, 2019
The co-occurrence of childhood deafness and autism raises complex challenges for diagnosis and family support. In this article, we explore with hearing and Deaf parents their observations of the interaction between deafness and autism and identify how the intersections of deafness and autism are conceptualized in everyday life. Eight parents…
Descriptors: Autism, Pervasive Developmental Disorders, Parent Attitudes, Deafness
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Marschark, Marc; Machmer, Elizabeth; Spencer, Linda J.; Borgna, Georgianna; Durkin, Andreana; Convertino, Carol – Journal of Deaf Studies and Deaf Education, 2018
Various studies have examined psychosocial functioning and language abilities among deaf children with and without cochlear implants (CIs). Few, however, have explored how relations among those abilities might change with age and setting. Most relevant studies also have failed to consider that psychosocial functioning among both CI users and…
Descriptors: Assistive Technology, Deafness, Individual Development, Language Acquisition
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Beal-Alvarez, Jennifer S.; Figueroa, Daileen M. – Journal of Deaf Studies and Deaf Education, 2017
Two key areas of language development include semantic and phonological knowledge. Semantic knowledge relates to word and concept knowledge. Phonological knowledge relates to how language parameters combine to create meaning. We investigated signing deaf adults' and children's semantic and phonological sign generation via one-minute tasks,…
Descriptors: Semantics, Language Acquisition, Phonological Awareness, Adults
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Faes, Jolien; Gillis, Joris; Gillis, Steven – Journal of Deaf Studies and Deaf Education, 2017
The frequency of occurrence of words and sounds has a pervasive influence on typically developing children's language acquisition. For instance, highly frequent words appear earliest in a child's lexicon, and highly frequent phonemes are produced more accurately. This study evaluates (a) whether word frequency influences word accuracy and (b)…
Descriptors: Phonemics, Word Frequency, Accuracy, Pronunciation
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Hoffman, Michael F.; Quittner, Alexandra L.; Cejas, Ivette – Journal of Deaf Studies and Deaf Education, 2015
This study compared levels of social competence and language development in 74 young children with hearing loss and 38 hearing peers aged 2.5-5.3 years. This study was the first to examine the relationship between oral language and social competence using a dynamic systems framework in children with and without hearing loss. We hypothesized that,…
Descriptors: Interpersonal Competence, Language Acquisition, Young Children, Hearing Impairments
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Rinaldi, Pasquale; Caselli, Maria Cristina; Di Renzo, Alessio; Gulli, Tiziana; Volterra, Virginia – Journal of Deaf Studies and Deaf Education, 2014
Lexical comprehension and production is directly evaluated for the first time in deaf signing children below the age of 3 years. A Picture Naming Task was administered to 8 deaf signing toddlers (aged 2-3 years) who were exposed to Sign Language since birth. Results were compared with data of hearing speaking controls. In both deaf and hearing…
Descriptors: Deafness, Toddlers, Sign Language, Vocabulary
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Mounty, Judith L.; Pucci, Concetta T.; Harmon, Kristen C. – Journal of Deaf Studies and Deaf Education, 2014
A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from…
Descriptors: Deafness, American Sign Language, English, Oral Communication Method
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Guo, Ling-Yu; Spencer, Linda J.; Tomblin, J. Bruce – Journal of Deaf Studies and Deaf Education, 2013
This study investigated the development of tense markers (e.g., past tense -ed) in children with cochlear implants (CIs) over a 3-year span. Nine children who received CIs before 30 months of age participated in this study at three, four, and five years postimplantation. Nine typical 3-, 4-, and 5-year- olds served as control groups. All children…
Descriptors: Control Groups, Auditory Perception, Language Acquisition, Assistive Technology
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Musengi, Martin; Ndofirepi, Amasa; Shumba, Almon – Journal of Deaf Studies and Deaf Education, 2013
The study explores the communication challenges faced by teacher trainees in teaching deaf learners and the opportunities that they present. A critical disabilities study approach within the qualitative paradigm was employed to collect interview data from 14 trainee teachers (6 were men and 8 women) and 5 of their specialist mentors (all of them…
Descriptors: Preservice Teachers, Teaching Methods, Sign Language, Foreign Countries
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Spencer, Linda J.; Guo, Ling-Yu – Journal of Deaf Studies and Deaf Education, 2013
This study provided a yearly record of consonant development for the initial 4 years of cochlear implant (CI) use and established a precedent for using a standardized articulation test, the "Goldman-Fristoe Test of Articulation--2" (Goldman, R., & Fristoe, M. [2000]. Goldman-Fristoe Test of Articulation--2. Circle Pines, MN: American…
Descriptors: Phonemes, Language Acquisition, Assistive Technology, Deafness
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Kanto, Laura; Huttunen, Kerttu; Laakso, Marja-Leena – Journal of Deaf Studies and Deaf Education, 2013
We explored variation in the linguistic environments of hearing children of Deaf parents and how it was associated with their early bilingual language development. For that purpose we followed up the children's "productive vocabulary" (measured with the MCDI; MacArthur Communicative Development Inventory) and "syntactic…
Descriptors: Linguistics, Sign Language, Language Acquisition, Bilingualism
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