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Lexical recognition in deaf children learning ASL: activation of semantic and phonological features of signs
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102 |
American sign language interpreters in public schools: an illusion of inclusion that perpetuates language deprivation
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An Examination of the Writing Strategies Used by Deaf and Hearing Adults: Similarities and Differences in Cognitive, Linguistic and Conventional Components
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Factors Influencing Language and Reading Development in Young Children with Hearing Loss who use Listening and Spoken Language
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Abstract:
This dissertation comprised three studies investigating early language and reading development of children with hearing loss who used listening and spoken language. The first study examined conversation techniques used by parents during dinnertimes at home with their preschool children with hearing loss (N = 37). Twenty-minute dinnertime segments were extracted from daylong, naturalistic Language ENvironment Analysis (LENA) recordings. Transcripts were coded for parents’ use of open- and closed-ended language elicitation, reformulation, imitation, directives, and explicit instruction in vocabulary and grammar. Participants’ receptive vocabulary and knowledge of basic concepts were also measured. Parents’ use of conversation techniques varied widely, with closed-ended elicitations and directives used most frequently during dinner. Open-ended language elicitation related significantly to children’s receptive vocabulary, and explicit vocabulary instruction was correlated with basic-concepts skills. Thematic analysis found common themes of concrete conversation topics and sibling speakers. In addition, parents who used many techniques often introduced abstract conversation topics; electronic media was present in all conversations with few techniques. The second study investigated the longitudinal complexity and quantity of the language input and output of 14 preschool children with hearing loss. Participants’ receptive vocabulary and understanding of basic concepts were measured and daylong recordings were collected at two time points one year apart. Twenty-minute dinnertime segments were extracted from each recording, and adults’ and children’s utterances were coded for syntactic and clausal complexity and lexical diversity. The quantity and complexity of parental language input remained consistent over one year. The initial clausal complexity of the children’s utterances related to their general receptive vocabulary, while the initial syntactic complexity of the children’s utterances related to their understanding of basic concepts one year later. The third study explored the reading skills achieved by 64 children with hearing loss in prekindergarten through third grade. Participants’ mean scores on eight reading subtests of the Woodcock-Johnson IV Tests of Achievement were all within one standard deviation of the tests’ normative means. Relative strengths were found in basic reading skills, including phonological awareness and spelling. Relative weaknesses were found in oral reading and word- and sentence-reading fluency. When 53 participants’ skills were measured one year later, they had made significant gains in letter-word identification, sentence-reading fluency, and word-reading fluency, suggesting that they had made more than one year’s progress in one year’s time while enrolled in a specialized program.
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Keyword:
Children--Books and reading; Deaf children--Language
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URL: https://doi.org/10.7916/d8-trs2-vc63
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105 |
Addressing Communication Barriers Among Deaf Populations Who Use American Sign Language in Hearing-Centric Social Work Settings
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106 |
Charles V. Williams interview, 08 February 2020
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In: All interviews (2020)
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107 |
An Event-Related Potential Investigation of Orthographic Precision
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108 |
Prostate-Specimen Antigen (PSA) Screening and Shared Decision Making Among Deaf and Hearing Male Patients.
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In: Journal of cancer education : the official journal of the American Association for Cancer Education, vol 35, iss 1 (2020)
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Understanding E-Cigarette Knowledge and Use Among d/Deaf and Hard of Hearing Students and the Need for Tailored Prevention Programming: A Qualitative Study
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In: AMERICAN ANNALS OF THE DEAF, vol 165, iss 3 (2020)
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110 |
The issue of 'impairment' ... : An analysis of diverging discourses used to represent d/Deaf people in the United States of America ...
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112 |
Negotiating privileged networks and exclusive mobilities: the case for a Deaf festival in Scotland’s festival city
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113 |
Forced Transitions: Learning ASL In A Virtual Environment
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In: Northwest Journal of Teacher Education (2020)
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Making Sense of Mattering ... : A Phenomenological Study of Black Deaf College Students and Academic Success ...
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Real Time Identification of American Sign Language for Deaf and Dumb Community ...
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Addressing Communication Barriers Among Deaf Populations Who Use American Sign Language in Hearing-Centric Social Work Settings ...
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117 |
Discerning Consistent Evidence-Based Communication Strategies for Supporting Deaf Writers in the First Year Composition Classroom: A Study ...
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118 |
Real Time Identification of American Sign Language for Deaf and Dumb Community ...
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Tradução vídeo de língua gestual portuguesa: reconhecimento dinâmico de configurações de mão
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Conhecimento metalinguístico e compreensão da leitura em alunos surdos do 2º e 3º ciclos
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