Annotation: Communication Strategies for Deaf Children

Communication between Parents and Deaf Children: Implications for Social‐emotional Development

“…Similarly, the fact that most hearing parents who do sign are limited to relatively concrete conversation probably becomes increasingly important as their child matures and needs and wants explanations for more complex social and emotional issues. During this time, it is mothers tend who tend to take on the key role in family communication (Kluwin & Gaustad, 1991Kluwin & Stinson, 1993), being more likely to learn to sign and thus more frequent than fathers in their communications with their 798 C. VACCARI and M. MARSCHARK deaf children (Gregory & Hindley, 1996;Marschark, 1997).…”

“…Certainly, in the many cases where parents learn only rudimentary sign language and use it only inconsistently, they are unlikely to see many benefits to their deaf children in either signed or spoken language domains (Gregory & Hindley, 1996), even if it does allow some low level of interpersonal communication. To date, however, there has been no empirical research demonstrating that learning sign language as a first language impedes the learning of spoken language.…”

“…It is only over the last 20 years or so, however, that researchers and educators have begun to understand the implications of effective early communication, or the lack of it, between deaf children and their parents (see Gregory & Hindley, 1996). The goal here is to provide an integration of available evidence in the area, in an effort to resolve some of the apparent contradictions that have emerged.…”

“I see what you mean”: Oral deaf individuals benefit from speaker's gesturing

“…However, lip-reading alone does not guarantee a good understanding of speech, because visual information is far more ambiguous than auditory information: Spoken words often occur phonetically underspecified on the lips of the speaker (Dodd, 1987;Miller, 2006). Furthermore, as pointed out by a series of studies (see, e.g., Alegria & Lechat, 2005;Gregory & Hindley, 1996), the articulation configuration of a certain phoneme may vary depending on the articulation configuration of the previous and the following phoneme (this phenomenon is called coarticulation), and some letters (such as /B/P/ and /T/ D) are generated by a visual identical lip pattern (homologia). In particular, grammatical morphemes such as articles, prepositions, conjunctions, pronouns, and verbal auxiliaries are difficult to recognise as they are short items that are produced rapidly and with loss stress (Pizzuto, Caselli, & Volterra, 2000;Volterra, Capirci, & Caselli, 2001).…”

Educating for Bilingualism in Different Contexts: teaching the deaf and teaching children with English as an additional language

“…• experience more feelings of dismay and loss when their child's deafness is identified; • during interaction with the child as an infant show fewer of the positive facial expressions that can be considered the visual equivalent of the warm tone of voice that hearing parents typically employ with their infants; • take less care to ensure that their infant is in a position to see their hands, face and eye gaze during conversation; • achieve a lower rate of success in maintaining their infant's attention during joint play (Gregory & Hindley, 1996;Hindley, 1997).…”