The conversations of 10 deaf children (ages 10-12) and their families at dinnertime were examined, and spoken and signed verbal exchanges were documented. Results showed that deaf children responded more loquaciously to questions than they did to statements or expressions of ideas, and the children were unsuccessful in continuing topics of…

Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed. Discussion addresses implications for the accurate characterization of stuttering in manual communication and appropriate approaches to management in such cases. (DB)

Five hearing parents who spoke and signed SEE-2 (Signing Exact English) to their hearing-impaired children (ages 3-4) were observed, given feedback on their communication abilities, and observed again following a retention period. All parents showed improvement, and three parents changed impressively in form, content, and use of this form of…

This case study describes a 25-year-old Swedish woman with hereditary moderate hearing loss since birth who acquired both sign language and spoken language in her early preschool years and reached normal developmental milestones in each. Analysis revealed that her speech reading expertise is associated with cognitive functions such as high…

This article from 1855 discusses the validity of signing for individuals with deafness and the need to develop an instinctive "language of gestures" to enable them to profit by the experiences of others and to share in social communion. The need for sign language to communicate religious instruction is emphasized. (CR)

Describes two initiatives of the Pre-College National Missions Programs (PCNMP). One is a workshop for teachers, parents, caregivers, and educators that focuses on important skills for reading to deaf and hard of hearing children using sign language. The second initiative will provide schools and organizations with the essential elements for…

This article first describes various augmentative communication systems including sign language, picture symbols, and voice output communication devices. It then explains ways to embed augmentative communication within four types of early childhood classroom activities: (1) special or planned activities, (2) meal time, (3) circle time, and (4)…

Discusses English acquisition in children with severe to profound hearing impairments. Components that should be integrated during language acquisition are discussed and include phonology, semantics, morphology, syntax, and pragmatics. The mixture of learning conditions that influence the progress of language development in sign, speech, and text…

Argues that American Sign Language (ASL) should be the first language of children with deafness and that English should be taught as a second language. Philosophical and empirical arguments are presented and the benefits of early exposure to ASL and implications for educational practice are provided. (Author/CR)

A study examined 19 families' perspectives in an American Sign Language (ASL)-English early childhood bilingual classroom. Family attitudes changed due to a balanced presentation from hearing and deaf perspectives, learning that the entire family could become bilingual, encouragement to interact with the deaf community, and the presentation of ASL…

Offers hearing parents of deaf infants guidelines on communicating with their child based on changes that deaf mothers make in their signing when talking to their deaf baby. Guidelines focus on restricting language, sign repetition, dramatic expression, waiting for the child's attention, tapping to gain attention, and visual leading. (DB)

As aberrant behavior is often recognized as the number one form of communication, it becomes imperative that as parents, teachers, and educators we must address and systematically teach or provide all children with an effective means of communication. While many augmentative and alternative communication systems such as manual sign language and…

Variation in the parts of ASL signs (i.e., phonological variation) has been explained largely by reference to the influence of the preceding and the following segments. This article examines three linguistic variables in ASL: the sign deaf; the location of a class of signs represented by the verb know; and signs produced with a 1 handshape. For…

We present a new highly interactive computer animation tool to increase the mathematical skills of deaf children. We aim at increasing the effectiveness of (hearing) parents in teaching arithmetic to their deaf children, and the opportunity of deaf children to learn arithmetic via interactive media. Using state-of-the-art computer animation…

Competence in written English is essential for success at work in the United States. For deaf and hard-of-hearing people, especially for those who do not use spoken language, the ability to express themselves in writing with competence assures clear communication with hearing people. However, learning how to do so presents challenges for both deaf…