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Key Word Signing Has Higher Iconicity than Sign Language
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Rombouts, Ellen; Maessen, Babette; Maes, Bea; Zink, Inge – Journal of Speech, Language, and Hearing Research, 2020
Purpose: Key word signing (KWS) entails using manual signs to support the natural speech of individuals with normal hearing and who have communication difficulties. While manual signs from the local sign language may be used for this purpose, some KWS systems have opted for a distinct KWS lexicon. Distinct KWS lexicon typically aims for higher…
Descriptors: Manual Communication, Sign Language, Communication Problems, Communication Skills
Use of Key Word Signing by Staff in Special Schools and in Day Centres for Adults with Intellectual Disabilities
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Rombouts, E.; Maes, B.; Zink, I. – Journal of Intellectual Disability Research, 2018
Background: Staff may encourage individuals with intellectual disabilities to use manual signs by modelling its use, but implementing key word signing during daily activities can be demanding. Method: Staff's use of manual signs was observed in four special schools and four day centres for adults with intellectual disabilities during communicative…
Descriptors: Intellectual Disability, Special Schools, Day Programs, Adults
Semantic Phonology.
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Stokoe, William C. – Sign Language Studies, 1991
Proposes the use of semantic phonology, a simple method of sign phonology. Semantic phonology invites one to look at a sign--a word of a primary sign language--as a marriage of noun and verb. (GLR)
Descriptors: Communication Skills, Nonverbal Communication, Nouns, Phonology
A Semantic Analysis of Signed Communication in an Activity-Based Classroom for Preschool Children Who Are Deaf.
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Marvin, Chris; Kasal, Kathleen R. – Language, Speech, and Hearing Services in Schools, 1996
Analysis of videotapes of the signed communication (mostly Signed Exact English) of five preschool children with deafness in a special class found their communications brief and focused on the here-and-now. Topics of conversation were similar to those of nondisabled children. Child-initiated utterances were longer and more semantically diverse…
Descriptors: Classroom Communication, Communication Skills, Deafness, Discourse Analysis
Symbology, English, Vocabulary: 5114.69.
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Lamb, Barbara – 1971
This monograph outlines a course in the study of nonverbal or graphic symbols in communication, of language as symbols and of symbols within language. Performance objectives for the students are: (1) giving examples of the use of nonverbal and/or graphic communication symbols; (2) deducing that people assign different meanings to the same work and…
Descriptors: Communication Problems, Communication Skills, Curriculum Guides, Figurative Language
Lexical Borrowing in American Sign Language.
Battison, Robbin – 1978
This book is written primarily for those studying linguistic topics in the area of sign language, but also can be useful to sign language teachers who want to understand more about American Sign Language (ASL). Pen-and-ink illustrations allow the reader with no knowledge of sign language to follow the discussion. The hypothesis examined in this…
Descriptors: Communication Skills, Communicative Competence (Languages), Deafness, Finger Spelling
The Emergence of Semantic Relations in ASL. Papers and Reports on Child Language Development, No. 13.
Newport, Elissa L.; Ashbrook, Elizabeth F. – 1977
This report is a cross-linguistic study that compares the sequence of emergence of semantic relations in English with the sequence of emergence of these relations in the acquisition of American Sign Language. American Sign Language (ASL) differs from English in modality (it is a visual-gesture language rather than an auditory-vocal one) and in the…
Descriptors: American Sign Language, Child Language, Communication Skills, Comparative Analysis