Individual Differences in Sign Language Abilities in Deaf Children

Meronen, Auli; Ahonen, Timo

doi:10.1353/aad.2008.0015

Cited by 8 publications

(6 citation statements)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The more proficient DoHP children in Schick et al's (2007) study may have benefited from early intervention and may have experienced higher quality home and school language learning environments than previous cohorts. DoHP children's sign language ability relates to parents' signing ability (Meadow-Orlans et al, 2004;Meronen & Ahonen, 2008). Unfortunately, research suggests many hearing parents do not learn to sign fluently.…”

Section: Development Of Children Learning a Natural Sign Languagementioning

confidence: 99%

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Lederberg

Schick

Spencer³

2013

Developmental Psychology

319

233

View full text Add to dashboard Cite

Childhood hearing loss presents challenges to language development, especially spoken language. In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy. Individual trajectories vary significantly, reflecting access to early identification/intervention, advanced technologies (e.g., cochlear implants), and perceptually accessible language models. DHH children develop sign language in a similar manner as hearing children develop spoken language, provided they are in a language-rich environment. This occurs naturally for DHH children of deaf parents, who constitute 5% of the deaf population. For DHH children of hearing parents, sign language development depends on the age that they are exposed to a perceptually accessible 1st language as well as the richness of input. Most DHH children are born to hearing families who have spoken language as a goal, and such development is now feasible for many children. Some DHH children develop spoken language in bilingual (sign-spoken language) contexts. For the majority of DHH children, spoken language development occurs in either auditory-only contexts or with sign supports. Although developmental trajectories of DHH children with hearing parents have improved with early identification and appropriate interventions, the majority of children are still delayed compared with hearing children. These DHH children show particular weaknesses in the development of grammar. Language deficits and differences have cascading effects in language-related areas of development, such as theory of mind and literacy development.

show abstract

Section: Development Of Children Learning a Natural Sign Languagementioning

confidence: 99%

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Lederberg

Schick

Spencer³

2013

Developmental Psychology

319

233

View full text Add to dashboard Cite

show abstract

“…Individual learning styles can vary markedly among children. This is also the case for children who are deaf or HoH (Conway, Pisoni, Anaya, Karpicke, & Henning, 2011;Kritzer, 2009;Mellon, Ouellette, Greer, & Gates-Ulanet, 2009;Meronen & Ahonen, 2008;Zupan & Sussman, 2009). Although it is easy to make certain assumptions about children related to hearing loss (such as these children being visual learners), these assumptions may not hold for every child.…”

mentioning

confidence: 99%

Children Who Are Deaf or Hard of Hearing With Additional Learning Needs

Wiley

2012

Perspect Hear Hear Dis Child

View full text Add to dashboard Cite

Additional learning problems are common in children who are deaf or hard of hearing (HoH). This higher rate of additional disabilities beyond the general population may be related to the overlap of causes for hearing loss, such as prematurity, that also can impact child development. Delayed identification of atypical learning strategies impacts appropriate interventions for all of a child's needs and, furthermore, may impact communication strategies, thus negatively impacting language outcomes. In this article, I outline some red flags for additional disabilities in children who are deaf or HoH. I will present an algorithm for thinking systematically through causes of slow language progress in children who are deaf or HoH to guide professionals who work with children. I will stress strategies to identify expanded team members and collaborate towards improved outcomes for children with different learning needs.

show abstract

“…Indeed, earlier acquisition of language in DP (signing and/or lip-reading) improved their scores in Theory of Mind (ToM) tasks (a top–down perception) on interpreting what emotions were experienced by others ( Meristo et al, 2007 ; Glickman, 2009 ; Morgan et al, 2014 ). However, other studies did not find differences between DP and HP regarding their emotional, social, and communicative development ( Masataka, 1996 ; Peterson and Slaughter, 2006 ; Meronen and Ahonen, 2008 ).…”

Section: Introductionmentioning

confidence: 69%

PERVALE-S: a new cognitive task to assess deaf people’s ability to perceive basic and social emotions

et al. 2015

View full text Add to dashboard Cite

A poorly understood aspect of deaf people (DP) is how their emotional information is processed. Verbal ability is key to improve emotional knowledge in people. Nevertheless, DP are unable to distinguish intonation, intensity, and the rhythm of language due to lack of hearing. Some DP have acquired both lip-reading abilities and sign language, but others have developed only sign language. PERVALE-S was developed to assess the ability of DP to perceive both social and basic emotions. PERVALE-S presents different sets of visual images of a real deaf person expressing both basic and social emotions, according to the normative standard of emotional expressions in Spanish Sign Language. Emotional expression stimuli were presented at two different levels of intensity (1: low; and 2: high) because DP do not distinguish an object in the same way as hearing people (HP) do. Then, participants had to click on the more suitable emotional expression. PERVALE-S contains video instructions (given by a sign language interpreter) to improve DP’s understanding about how to use the software. DP had to watch the videos before answering the items. To test PERVALE-S, a sample of 56 individuals was recruited (18 signers, 8 lip-readers, and 30 HP). Participants also performed a personality test (High School Personality Questionnaire adapted) and a fluid intelligence (Gf) measure (RAPM). Moreover, all deaf participants were rated by four teachers for the deaf. Results: there were no significant differences between deaf and HP in performance in PERVALE-S. Confusion matrices revealed that embarrassment, envy, and jealousy were worse perceived. Age was just related to social-emotional tasks (but not in basic emotional tasks). Emotional perception ability was related mainly to warmth and consciousness, but negatively related to tension. Meanwhile, Gf was related to only social-emotional tasks. There were no gender differences.

show abstract

Individual Differences in Sign Language Abilities in Deaf Children

Cited by 8 publications

References 43 publications

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Language and literacy development of deaf and hard-of-hearing children: Successes and challenges.

Children Who Are Deaf or Hard of Hearing With Additional Learning Needs

PERVALE-S: a new cognitive task to assess deaf people’s ability to perceive basic and social emotions

Contact Info

Product

Resources

About