The relative effectiveness of total communication and oral communication training in a parent-assisted, home-based language intervention program was studied with 15 Down's syndrome children, 18-36 months old. (Author/SEW)

Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)

Human languages can incorporate signs without obvious physical relationship to their referents. The nature of the relationship between sign (i.e., word or sign) and referent in signed and spoken languages is discussed from cognitive and historical research perspectives, and observations are given on the biological bases of this phenomenon.…

Questionnaire responses of 723 schools for severely mentally retarded, physically handicapped, communication disordered, and autistic children or nonvocal communication systems in England, Scotland, and Wales indicated a slow down in the trend of using nonvocal systems in all countries, with the Makaton Vocabulary predominating. (CL)

Examines the spontaneous language of deaf children without forcing the analysis to fit the features of a spoken language system. Suggests linguistic competence of deaf children is commensurate with their cognitive age and is not adequately described by the standard spoken English language tests. (EKN)

Three experiments examined short-term encoding processes of deaf signers for different aspects of signs from American Sign Language. Results indicated that deaf signers code signs at one level in terms of linguistically significant formational parameters. The semantic and iconic information of signs, however, has little effect on short-term…

Included is a framework for determining if a young severely language delayed child is an appropriate candidate for sign programs; a discussion of specific sign objectives; and guidelines for classroom implementation and family intervention. (Author)

The differences between Pidgin Sign English and American Sign Language in simultaneity, or the visible presence of two or more linguistic units (manual or nonmanual) co-occurring, are demonstrated. Differences are exemplified in handshape-classifier pronouns, directional verbs, co-occurring manual signs, and nonmanual behavior. (PMJ)

An approach to language intervention and parent education for families of Spanish speaking deaf children is discussed. The focus of videotapes is explained to be on using sign language as a bridge between the child's different language environments. (CL)

This case study describes different traditional and sensory approaches to reading which were tried unsuccessfully with Jim, a third-grade nonreader, until a breakthrough was made by teaching him Exact English Signing. The author speculates that other techniques, such as braille, might also help the learning disabled. (SJL)

Timing sensitivity (awareness of rhythm of lapsed time), age, and sex were studied as possible predictors of success in hearing adults' learning of sign language. The results of school evaluations revealed that younger hearing adults with a sensitivity for timing learned sign language faster than did other adults. (PMJ)

The longitudinal study investigated the acquisition of question formation in spoken English and American Sign Language by two young hearing children of deaf parents. The linguistic environment of the children included varying amounts of exposure and interaction with normal speech and with the nonstandard speech of their deaf parents. (Author)

Ten-minute video recordings of the dyadic interactions between seven deaf children (mean age 5.5 years) and their communication partners (either deaf or hearing) were analyzed. Findings are reported in terms of interaction variables (initiation, continuation, ending, and complexity) and communicative modalities (sign, actions, conventional…