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Salk Inst. for Biological Studies, San Diego, CA. – 1987
The manual teaches SignFont, a written form of sign language. Following a brief introduction, the first of three major sections describes the SignFont alphabet, structured according to the parts of every sign that is written (handshape, action area, location, movement). The second section discusses in greater detail how the SignFont characters are…
Descriptors: Communication Skills, Deafness, Expressive Language, Language
Peer reviewedZeece, Pauline Davey; Wolda, Mary K. – TEACHING Exceptional Children, 1995
This article discusses the use of sign language to facilitate language development of children with developmental disabilities mainstreamed into the early childhood setting. It discusses the benefits of using sign language, presents a rationale for its use, and provides instructional guidelines and resources. (JDD)
Descriptors: Communication Skills, Developmental Disabilities, Early Childhood Education, Expressive Language
Luetke-Stahlman, Barbara – Perspectives for Teachers of the Hearing Impaired, 1987
Games which help hearing-impaired students develop language skills include the barrier game (students help others to arrange items in the same order as theirs); hiding game (students determine objects' hiding places by asking questions); describing game (students describe objects as others draw them); and telephone game (a message is passed…
Descriptors: Communication Skills, Educational Games, Elementary Secondary Education, Expressive Language
Peer reviewedAndrews, Jean F.; And Others – TEACHING Exceptional Children, 1996
An instructional prereading using American Sign Language (ASL) was effective in improving the ability of 7 prelingually deaf children (ages 11 and 12) to understand and retell a story after reading it in print. A six-step procedure for using the ASL technique is explained. Other applications of the technique and its appropriateness for public…
Descriptors: American Sign Language, Classroom Techniques, Congenital Impairments, Deafness
Peer reviewedWatkins, L. Theresa; And Others – Research in Developmental Disabilities, 1990
Thirty-five students (age 5-21) with mental retardation completed a 10-lesson curriculum on verbal and signed vocabulary acquisition. Therapist only and therapist plus video methods resulted in higher spoken and manual sign production of targeted items compared to the video only method. Receptive vocabulary was not improved. (Author/JDD)
Descriptors: Elementary Secondary Education, Expressive Language, Instructional Effectiveness, Language Acquisition
Buckley, Sue; And Others – 1986
The book summarizes the current state of knowledge concerning language development in children with Down Syndrome (DS). The first chapter reviews language development in normal children, noting such stages as gestures, first sounds, development of understanding, first spoken words, and the two-word stage. The next chapter examines language skills…
Descriptors: Beginning Reading, Case Studies, Delayed Speech, Developmental Stages
