Incidental Word Learning in a Hearing Child of Deaf Adults

Brackenbury, Tim; Ryan, Tiffany N.; Messenheimer, Trinka

doi:10.1093/deafed/enj018

Cited by 23 publications

(19 citation statements)

References 42 publications

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“…Their receptive vocabulary is comparable to monolingual peers, as already shown in previous studies (Brackenbury, Ryan, and Messenheimer 2005;Grüner 2004;Schiff and Ventry 1976). However, they reach lower test scores in expressive language tests than monolingual peers, especially in the production of verbs and prepositions and in the classification of nouns; findings that have also been documented in other studies (Brackenbury, Ryan, and Messenheimer 2005;Capirci et al 2002;Griffith 1985;Schiff and Ventry 1976). Some codas in our study perform particularly worse on grammatical subtests (e.g.…”

Section: Discussionsupporting

confidence: 90%

“…Codas produce their first spoken words between the age of 11 (Capirci et al 2002) and 18 months (Griffith 1985). They develop their early vocabulary similar to monolingual children (Brackenbury, Ryan, and Messenheimer 2005) and reach average to above average scores in a standardised vocabulary test (Daniels 1993).…”

Section: Spoken Language Acquisition In Codasmentioning

confidence: 97%

“…Several studies focus on lexical development, with inconclusive results, ranging from an age-appropriate (Brackenbury, Ryan, and Messenheimer 2005;Griffith 1985) to a delayed acquisition of vocabulary in codas (Petitto et al 2001;Prinz and Prinz 1979). There are no data available on other important milestones in the sign language acquisitions in codas, such as verb-agreement.…”

Section: (Iii) Bicycle Cl-vehicle Movementioning

confidence: 99%

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Bimodal bilingual language development of hearing children of deaf parents

Hofmann

Chilla

2014

European Journal of Special Needs Education

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Adopting a bimodal bilingual language acquisition model, this qualitative case study is the first in Germany to investigate the spoken and sign language development of hearing children of deaf adults (codas). The spoken language competence of six codas within the age range of 3;10 to 6;4 is assessed by a series of standardised tests (SETK 3-5, TROG-D, PDSS). Additionally, a language assessment tool designed specifically for hearing bilingual children named HAVAS 5 is employed to measure both the children's spoken and sign language abilities. A heterogeneous picture emerges: all codas show abilities equal to those of monomodal monolingual children in their age range with regard to German sentence structure and verb inflection and an extensive receptive vocabulary, but deviations from the age norm are observed for the production of verbs and prepositions. Furthermore, three codas show below average T-values in some grammatical subtests. Overall, the findings suggest that at least some codas may acquire both of their languages (i.e. spoken and signed German) simultaneously. However, our study also indicates that the spoken language development of some codas as well as the acquisition context of this minority group strongly resembles a form of successive language acquisition that is known from children who acquire German as an early second language in a migration background.

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Section: Discussionsupporting

confidence: 90%

Section: Spoken Language Acquisition In Codasmentioning

confidence: 97%

Section: (Iii) Bicycle Cl-vehicle Movementioning

confidence: 99%

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Bimodal bilingual language development of hearing children of deaf parents

Hofmann

Chilla

2014

European Journal of Special Needs Education

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“…That is, when children produce a manual tact they should be able to respond as ''listeners'' to the visual and kinesthetic products of that response, in much the same way as they respond as listeners to the auditory stimuli they produce during vocal naming. In support of this claim, it has been shown that deaf children who learn signing, and hearing children who learn spoken languages from birth, both reach all the conventional linguistic milestones at the same rate (e.g., Brackenbury, Ryan, & Messenheimer, 2006;Genesee, 1987;Pettito, 1987Pettito, , 1988Pettito, , 1993Pettito & Marentette, 1991). Pettito (1993) concludes that humans can acquire language in either spoken or manual-sign modalities but if the child is exposed only to one language environment (e.g., spoken) this becomes the main modality while the other unused modality subsequently serves a secondary signaling or augmentative function (and see Acredolo & Goodwin, 1990).…”

mentioning

confidence: 90%

Naming and Categorization in Young Children: V. Manual Sign Training

Horne

Lowe

Harris

2007

J Exper Analysis Behavior

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Following pre‐training with everyday objects, 8 children aged from 2 to 4 years learned to produce one manual sign (fists placed one above the other, in front of body) to one stimulus and an alternative manual sign (shoulders touched with ipsilateral hands) to the other stimulus, with each of three pairs of different arbitrary wooden shapes (Set 1). The six stimuli then were presented in category match‐to‐sample tests, which all subjects passed. Three of the children were next trained to produce the manual signs (denoted as fist/shoulder) for an additional six arbitrary stimuli, Set 2. All 3 children went on to pass category match‐to‐sample tests for Set 2, and for Set 1 and Set 2 combined. In the final experimental phase, 2 of the children were trained, for one of the six stimulus pairs, to produce the vocal tact “zag” to one stimulus and “vek” to the other. Both children showed category transfer of these vocalizations in test trials with each of the remaining five stimulus pairs, and all the stimuli combined in a 12‐stimulus array. In line with Horne and Lowe's (1996) naming account, manual sign naming was found to be as effective as vocal naming in establishing arbitrary stimulus categorization, measured in terms of category sorting and transfer of function. The findings also have implications for the training of verbal repertoires in people with learning disabilities.

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“…One possible explanation is that children with typical hearing usually learn a large part of their vocabularies incidentally (Nagy, McClure, & Mir, 1997;Saffran, Newport, Aslin, & Tunick, 1997). While children of parents who are DHH and use American Sign Language acquire signed language vocabulary incidentally (Brackenbury, Ryan, & Messenheimer, 2006), most children who are DHH require explicit instruction to improve their vocabulary performance (Lederberg & Spencer, 2008;Paatsch, Blamey, Sarant, & Bow, 2006). Hearing loss in and of itself does not preclude the development of vocabulary, but it does impose constraints that educators must help students overcome.…”

Section: Discussionmentioning

confidence: 99%

Prelinguistic Vocal Development in Infants with Typical Hearing and Infants with Severe-to-Profound Hearing Loss

Iyer

Oller²

2008

TVR

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90We are very excited about the future of The Volta Review , to build on its greatness and continue its revered position as a first-rate publication. Just as the African proverb proclaims, "it takes a village to raise a child," it takes the AG Bell membership to keep The Volta Review at the forefront of research and scholarship related to children who are deaf and hard of hearing. This work involves the parent members, the professional members, and the members who are deaf and hard of hearing. Katie and I welcome your comments, your suggestions, your ideas, and most importantly any manuscripts that you feel address the concerns of the membership. With your help, The Volta Review will grow and prosper as it undergoes transition and transformation in maintaining its premier role in the field of research related to deafness. Sincerely,The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed emergent literacy skills and outcomes at the beginning and end of a school year for 44 young children (mean age = 5.2 years) who are deaf and hard of hearing and who had some speech perception skills. These children generally showed gains similar to their peers with typical hearing in knowledge of letter names and common written words, but lagged in phonological awareness skills. Correlational analyses suggest that these skills were systematically related to the children's literacy development, similar to what has been found in children with typical hearing. The results show that children participating in this study progressed on some phonological awareness skills (alliteration, blending, and elision) but not on others (rhyming, syllable segmentation). This article discusses the relevance of the findings for an emergent literacy curriculum .

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Incidental Word Learning in a Hearing Child of Deaf Adults

Cited by 23 publications

References 42 publications

Bimodal bilingual language development of hearing children of deaf parents

Bimodal bilingual language development of hearing children of deaf parents

Naming and Categorization in Young Children: V. Manual Sign Training

Prelinguistic Vocal Development in Infants with Typical Hearing and Infants with Severe-to-Profound Hearing Loss

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