The article describes the use of the Dynamic Audio Video Instructional Device (DAVID), designed to provide receptive sign language practice via interactive television for the staff at the National Technical Institute for the Deaf. Examples of lessons are presented to illustrate principles of interactive computer assisted video instructional…

Differential effects of parental deafness and early exposure to manual communication were not observed in the cognitive and communication performance of the 38 experimental subjects. Furthermore, the Delayed sign language group performed significantly better than the early American Sign Language group on tests of speech perception and speech…

Reports on a study that tests the hypothesis that simultaneous speech-sign instruction is beneficial for learning for a hearing but language-delayed child. The hypothesis assumes that the child would first demonstrate a preference for sign in labeling vocabulary items but would eventually drop the sign supplement as vocabulary became less…

Examines the nature of American Sign Language, indicates its intricate morphological structure, and demonstrates one experimental way of uncovering and validating this structure. (FL)

This paper focuses upon the deaf as an American Sign Language-using community, out of the English-using mainstream. (RC)

The authors look at issues involving language and culture which are associated with educational problems and needs of deaf and hearing children (born to deaf parents). (Author)

A total of 79 profoundly deaf 8- to 12-year-old children were tested for comprehension of spoken, written, and signed (Paget-Gorman Sign System, PGSS) English grammatical contrasts. It is concluded that the PGSS provides a communication channel that does not hinder language acquisition, but does not overcome the grammatical problems of deaf…

This study examined 40 deaf and 20 hearing adolescent students' free recall of visually presented words varied systematically with respect of signability (i.e., words that could be expressed by a single sign) and visual imagery. Results underline the importance of sign language in the memory and recall of deaf persons. (Author/PN)

The effectiveness of verbal, sign, and simultaneous systems for the acquisition of receptive language by an autistic boy was investigated. Results suggest nonsignificant differences among the three methods. (Author/SEW)

A case study of a prelingually hearing impaired boy with bilateral severe to profound sensory neural hearing loss is presented. Separate analyses of spoken and signed language were made indicating that signs had become vehicles for attaching meaning to sounds. (Author/CL)

Research on generalized instruction following suggested that strategies employing linguistic elements (verbs, nouns, adjectives, etc.) arranged in systematic combination matrices were successful in producing generalized and novel responses among three moderately to severely retarded six and seven year old children. (Author)

Research is reviewed on bilingual education and its application to the education of hearing-impaired students. Assessment procedures for obtaining valid samples of language behavior, distinguishing between competence and performance, and considering language variation are emphasized. (CL)