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1.
Theory-of-mind (ToM) abilities were studied in 176 deaf children aged 3 years 11 months to 8 years 3 months who use either American Sign Language (ASL) or oral English, with hearing parents or deaf parents. A battery of tasks tapping understanding of false belief and knowledge state and language skills, ASL or English, was given to each child. There was a significant delay on ToM tasks in deaf children of hearing parents, who typically demonstrate language delays, regardless of whether they used spoken English or ASL. In contrast, deaf children from deaf families performed identically to same-aged hearing controls (N=42). Both vocabulary and understanding syntactic complements were significant independent predictors of success on verbal and low-verbal ToM tasks. 相似文献
2.
There are at least two languages (American Sign Language [ASL], English) and three modalities (sign, speech, print) in most deaf individuals' lives. Mixing of ASL and English in utterances of deaf adults has been described in various ways (pidgins, diglossia, language contact, bilingualism), but children's mixing usually is treated as the 'fault' of poor input language. Alternatively, how might language mixing serve their communication goals? This article describes code variations and adaptations to particular situations. Deaf children were seen to exhibit a wide variety of linguistic structures mixing ASL, English, Spanish, signing, and speaking. Formal lessons supported a recoding of English print as sign and speech, but the children who communicated English speech were the two who could hear speech. The children who communicated ASL were those who had deaf parents communicating ASL or who identified with deaf houseparents communicating ASL. Most language produced by the teacher and children in this study was mixed in code and mode. While some mixing was related to acquisition and proficiency, mixing, a strategy of many deaf individuals, uniquely adapts linguistic resources to communication needs. Investigating deaf children's language by comparing it to standard English or ASL overlooks the rich strategies of mixing that are central to their communication experience. 相似文献
3.
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills. 相似文献
4.
Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to American Sign Language (ASL) assessment, at this time a standardized measure of ASL does not exist. There have been tests developed in other signed languages, for example, British Sign Language, that can serve as models in this area. The purpose of this study was to adapt the Assessing British Sign Language Development: Receptive Skills Test for use in ASL in order to begin the process of developing a standardized measure of ASL skills. The results suggest that collaboration between researchers in different signed languages can provide a valuable contribution toward filling the gap in the area of signed language assessment. 相似文献
5.
Susan Goldin-Meadow Rachel I. Mayberry 《Learning disabilities research & practice》2001,16(4):222-229
Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers. 相似文献
6.
This article presents the findings of a study of the relationship between American Sign Language (ASL) skills and English literacy among 160 deaf children. Using a specially designed test of ASL to determine three levels of ASL ability, we found that deaf children who attained the higher two levels significantly outperformed children in the lowest ASL ability level in English literacy, regardless of age and IQ. Furthermore, although deaf children with deaf mothers outperformed deaf children of hearing mothers in both ASL and English literacy, when ASL level was held constant, there was no difference between these two groups, except in the lowest level of ASL ability. The implication of this research is straightforward and powerful: Deaf children's learning of English appears to benefit from the acquisition of even a moderate fluency in ASL. 相似文献
7.
Modality of language shapes working memory: evidence from digit span and spatial span in ASL signers
Deaf children who are native users of American Sign Language (ASL) and hearing children who are native English speakers performed three working memory tasks. Results indicate that language modality shapes the architecture of working memory. Digit span with forward and backward report, performed by each group in their native language, suggests that the language rehearsal mechanisms for spoken language and for sign language differ in their processing constraints. Unlike hearing children, deaf children who are native signers of ASL were as good at backward recall of digits as at forward recall, suggesting that serial order information for ASL is stored in a form that does not have a preferred directionality. Data from a group of deaf children who were not native signers of ASL rule out explanations in terms of a floor effect or a nonlinguistic visual strategy. Further, deaf children who were native signers outperformed hearing children on a nonlinguistic spatial memory task, suggesting that language expertise in a particular modality exerts an influence on nonlinguistic working memory within that modality. Thus, language modality has consequences for the structure of working memory, both within and outside the linguistic domain. 相似文献
8.
对于出生在聋人父母家庭里的聋儿来说,跟他们的父母习得手语就如同健听儿跟他们的健听父母习得口语一样自然而轻松。那么作为一种以完全不同的形式——通过视觉手势而非听说形式来表现的语言,自然手语的习得与有声语言的习得又有何异同呢?文章以英语和美国手语为例对有声语言习得和聋人手语习得过程进行了比较和分析;文章还探讨了自然手语习得研究对聋儿早期语言发展的启示。 相似文献
9.
Bobbie Jo Kite 《Psychology in the schools》2020,57(3):402-417
This article explores the journey of eight hearing families of bimodal-bilingual deaf children as they navigate the decision-making process reflecting their beliefs and values about American Sign Language (ASL) and English through their family language policy framework. The resources offered to families with deaf children often reflect a medical view, rather than a cultural perspective of being deaf. Because medical professionals, educators, and specialists who work with deaf and hard-of-hearing children have a strong influence on family members’ opinions, beliefs, and attitudes about being deaf, it is even more crucial to correct misconceptions about ASL and empower families to develop a family language policy that is inclusive of their deaf and hard-of-hearing children. This article informs researchers, teachers, and other professionals about the potential benefits and challenges of supporting the families’ ASL and English language planning policy. 相似文献
10.
Buisson GJ 《American annals of the deaf》2007,152(3):331-343
Teachers of deaf and hard of hearing students must serve as language models for their students. However, preservice deaf education teachers typically have at most only four semesters of American Sign Language (ASL) training. How can their limited ASL instructional time be used to increase their proficiency? Studies involving deaf and hard of hearing students have revealed that glosses (written equivalents of ASL sentences) can serve as "bridges" between ASL and English. The study investigated whether glossing instruction can facilitate hearing students' learning of ASL. A Web site was developed in which ASL glossing rules were explained and glossing exercises provided. Posttest scores showed the experimental group improving from 39% to 71% on ASL grammar knowledge. These findings indicate that online glossing lessons may provide the means to obtain ASL skills more readily, thus preparing deaf education teachers to serve as ASL language models. 相似文献
11.
D A Stewart 《American annals of the deaf》1990,135(3):205-210
A Midwest school district established a demonstration Total Communication Project. Its goal was for teachers to become consistent in their role modeling of English and American Sign Language (ASL). English was the primary language of the classroom and ASL was used as an intervention tool. There has been little research on the effectiveness of ASL in the classroom. By implementing an ASL intervention program this project is a first step in establishing an environment conducive to investigating the effectiveness of ASL intervention for teaching deaf students. This paper describes: (a) techniques used for identifying classroom situations that call for the use of ASL; (b) discourse situations that influence the use of different language codes in total communication classrooms; and (c) guidelines for code-switching between English and ASL. 相似文献
12.
As part of a longitudinal study, the conversational skills of 67 deaf adolescents were assessed in spoken English, simultaneous communication (SimCom) and American Sign Language (ASL). Two groups of students were identified on the basis of the communication used in their current educational program: a small group of 16 students in programs using spoken English (oral) and a larger group of 51 students in programs using sign communication (bimodal). Students in spoken English programs had good spoken English skills and limited ASL skills, whereas the reverse was true for students in bimodal programs. Most students demonstrated sufficient skill in one or more systems to meet basic interpersonal communications needs, but not those required for advanced academic discourse. In neither group was spoken English related to ASL skill. SimCom skills were strongly related to spoken English in the oral program group and to ASL in the bimodal program group. Spoken English in adolescence was highly predictable from spoken English in early childhood. Within the bimodal program group, students with deaf parents had better SimCom and ASL skills than those with hearing parents. Among bimodal program students with hearing parents, better SimCom skills (but not ASL skills) were associated with earlier introduction to sign communication in school and to mothers' use of sign communication. 相似文献
13.
14.
The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy. 相似文献
15.
To This is a 1 test per thousand learn more about normal language development in deaf children, we have developed the MacArthur Communicative Development Inventory for American Sign Language (ASL-CDI), a parent report that measures early sign production. The ASL-CDI is an inventory of sign glosses organized into semantic categories targeted to assess sign language skills in children ages 8 to 36 months. The ASL-CDI uses a recognition format in which parents check off signs that their child produces. The form has demonstrated excellent reliability and validity. To date, normative data have been collected from 69 deaf children with deaf parents who are learning sign language as a first language. We discuss the development of the ASl-CDI and preliminary cross-sectional and longitudinal findings from this early data collection with particular focus on parallels with spoken language acquisition. We also discuss the acquisition of first signs, negation, wh-questions, and fingerspelling with developmental patterns provided based on age, as well as vocabulary size. 相似文献
16.
Evans CJ 《American annals of the deaf》2004,149(1):17-27
A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students. 相似文献
17.
The purpose of this survey was to determine how many residential and day schools for deaf and hard-of-hearing students in the United States described themselves as bilingual-bicultural (BiBi) programs and to describe characteristics of those programs related to initial implementation, whether a single language (e.g., English or ASL) is promoted as the first language (L1) and the language of instruction for all deaf students, how English is conveyed conversationally to deaf students, the quality of ASL abilities of BiBi instructional and support staff; general characteristics of the curriculum and the specific reading and bicultural components of the curriculum; and characteristics of research being conducted to establish the efficacy of BiBi methods. Ninety-one percent (n = 71) of the 78 day and residential schools listed in the 1998 Directory of the American Annals of the Deaf participated in the survey, with 19 schools identifying themselves as BiBi. These included 16 residential schools and 3 day schools. Depending on the source for numbers of students in residential and day schools at the time of the survey, between 36% and 40% of students were in programs that identified themselves as BiBi. Sixteen of the programs reported becoming a BiBi program between 1989 and 1994 and only three after 1994. Of the 19 programs, 37% reported use of manually coded English (MCE) for conveying English to the students. Fluency in ASL of instructional and support staff varied, with 47% of the programs reporting that no more than half of the instructional staff were fluent in ASL and 68% of the programs reporting that no more than half of the support staff were fluent. Only 21% of the 19 programs reported having a formal BiBi curriculum with annual goals and suggested materials and procedures for teachers. Research implications of these data are discussed. 相似文献
18.
Cawthon SW Winton SM Garberoglio CL Gobble ME 《Journal of deaf studies and deaf education》2011,16(2):198-211
Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project was to measure the effects of an ASL accommodation on standardized test scores for SDHH in reading and mathematics. A total of 64 fifth- to eighth-grade (ages 10-15) SDHH from schools for the deaf in the United States participated in this study. There were no overall differences in the mean percent of items students scored correctly in the standard vs. ASL-accommodated conditions for reading or mathematics. We then conducted hierarchical linear regression analyses to analyze whether measures of exposure to ASL (home and classroom) and student proficiency in the subject area predicted student performance in ASL-accommodated assessments. The models explained up to half of the variance in the scores, with subject area proficiency (mathematics or reading) as the strongest predictor. ASL exposure was not significant with the exception of ASL classroom instruction as a predictor of mathematics scores. 相似文献
19.
Advances in technology make possible certain instructional approaches that heretofore were difficult to implement. One of these advances is the use of computers to present video instructional materials for student-directed learning. In the experimental program described here, we use a bilingual approach to teach aspects of English to deaf children who are fluent in ASL. The goal of this project is to explore ways that ASL and English can be used cooperatively to help deaf students learn more about English. 相似文献
20.
美国手语既不同于英语,也不同于手势代码英语,它有着自己独特的语法规则和使用要求.如在句子的语序上和书面语言、口语不同,聋人往往将需要强调的内容放在最后.在使用动词时根据其方向性分为单一方向、多向和无方向性三类.动词的时态需要用表示特定时间的手势来说明.在将手势组成句子时,按主题说明式、因果关系和刺激反应式、真实时间顺序式和从总体到具体的句型.作为一种视觉语言,它更强调用面部表情、体态语言等配合手势表达情意.如在表达否定思想时伴以摇头;在于聋人进行交往时要考虑光线、位置、动作的方向等因素;在有必要使用指拼时,双方都要以单词为单位来表达感知.这样才能实现有效的交流. 相似文献