Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we…

Second-language learners of American Sign Language (ASL) often struggle in the acquisition of more complex ASL aspects, such as role shift, constructed action, and eye gaze to represent characters and their actions with narratives. These learners also often overestimate their ASL skill level. This study investigated errors in second modality,…

Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multi-sensory…

Hearing loss is a type of disability where people who suffer from it could not hear a sound or can only listen to a sound with certain levels. People with hearing loss use sign language to communicate with others and to help them in their learning process. For this study, an interview and survey were conducted with teachers and students from SK…

Helping young deaf and hard of hearing children explore ASL and English is one of the important jobs with which the preschool teachers who work with those children are tasked. Learning ASL and English, the children will become bilingual, fluent in the two languages they will use throughout their lives. Working with two languages requires planning.…

This paper critiques the role of translanguaging in deaf education by examining how, and under what conditions, translanguaging practices can enhance learning and teaching. The paper explores the premise that translanguaging represents an additive view of bilingualism and multilingualism for deaf learners and offers an innovative departure from,…

The language of instruction for Deaf children in the American educational system has long been the subject of debate: Should Deaf children learn language via American Sign Language (ASL), English-based visual communication systems, or spoken English only? It has long been the practice of the standard epistemology to encourage the use of verbal…

Brain imaging studies suggest that children can simultaneously develop, learn, and use two languages. A visual language, such as American Sign Language (ASL), facilitates development at the earliest possible moments in a child's life. Spoken language development can be delayed due to diagnostic evaluations, device fittings, and auditory skill…

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…

This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned…

Children with autism spectrum disorder present with a variety of social communication deficits such as atypicalities in social gaze and verbal and non-verbal communication delays as well as perceptuo-motor deficits like motor incoordination and dyspraxia. In this study, we had the unique opportunity to study praxis performance in deaf children…

This descriptive phenomenological study investigates teachers' experiences of using sign language for learners who are deaf in the primary schools in Botswana. Eight in-service teachers who have had more than ten years of teaching deaf or hard of hearing (DHH) learners were purposively selected for this study. Data were collected using multiple…

The present study was designed to compare the effectiveness and efficiency of two discrete trial teaching procedures for teaching receptive language skills to children with autism. While verbal instructions were delivered alone during the first procedure, all verbal instructions were combined with simple gestures and/or signs during the second…

In school, deaf and hard of hearing students (d/hh) are often exposed to American Sign Language (ASL) while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the d/hh through which it is possible to mediate understanding, draw on prior experiences, and engage critical thinking and…

Language immersion from birth is crucial to a child's language development. However, language immersion can be particularly challenging for hearing parents of deaf children to provide as they may have to overcome many difficulties while learning sign language. We intend to create a mobile device-based system to help hearing parents learn sign…