Simultaneous Communication: The State of the Art &amp; Proposals for Change

Maxwell, Madeline M.

doi:10.1353/sls.1990.0019

Cited by 21 publications

(9 citation statements)

References 57 publications

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“…The early 1980s saw the implementation of process-oriented approaches to teaching writing [79], a move that was consistent with the more general shift to a whole language philosophy in literacy instruction in which there is an emphasis on using language purposefully and communicatively with language accuracy taking a backseat to making meaning [80]. While this pedagogical shift effected some positive change in the quality of writing done by deaf students (e.g., less formulaic, greater focus on content), achievement was still not age and grade appropriate with the writing continuing to exhibit many of the same lexical, morphological, and syntactical issues of the past [81].…”

Section: Intervention Researchmentioning

confidence: 99%

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Trezek

Mayer

2019

Education Sciences

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Although reading and writing play equally important roles in the literacy development of deaf individuals, far more attention has been paid to reading than to writing in both research and practice. This is concerning as outcomes in writing have remained poor despite changes in communication philosophies (e.g., spoken and/or signed) and pedagogical approaches. Although there are indications of a positive shift as the context for deaf education has been transformed with advances in hearing technologies, challenges are ongoing. In order to better understand why deaf learners struggle to achieve age-appropriate outcomes in written language, the goal of this paper will be to take stock of the available research evidence in writing and deafness, and interpret it in light of both the Simple View of Writing (SVW), in which ideation or text generation is linked to oral language, and current models of the composing process. Based on this overview and analysis, implications and directions for future research and practice will be discussed.

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Section: Intervention Researchmentioning

confidence: 99%

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Trezek

Mayer

2019

Education Sciences

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“…SimCom is a forced and artificial attempt to sign along with speech, often used in educational settings for the Deaf. In such contexts, the sign is usually some form of Sign Supported Speech, that is, an attempt to represent the spoken language on the hands (Maxwell, 1990). This type of SimCom is speech-driven, and while English grammar is not fully represented (Marmor & Petitto, 1979), typically the signing is far from natural ASL, and the signed content may be only 75% of the spoken content (Mallery-Ruganis & Fischer, 1991).…”

Section: Code-switching and Code-blendingmentioning

confidence: 99%

The development of bimodal bilingualism

Lillo‐Martin¹,

Quadros

Pichler

2016

LAB

100

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A wide range of linguistic phenomena contribute to our understanding of the architecture of the human linguistic system. In this paper we present a proposal dubbed Language Synthesis to capture bilingual phenomena including code-switching and ‘transfer’ as automatic consequences of the addition of a second language, using basic concepts of Minimalism and Distributed Morphology. Bimodal bilinguals, who use a sign language and a spoken language, provide a new type of evidence regarding possible bilingual phenomena, namely code-blending, the simultaneous production of (aspects of) a message in both speech and sign. We argue that code-blending also follows naturally once a second articulatory interface is added to the model. Several different types of code-blending are discussed in connection to the predictions of the Synthesis model. Our primary data come from children developing as bimodal bilinguals, but our proposal is intended to capture a wide range of bilingual effects across any language pair.

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“…The rationale for this limitation is twofold: We have completed a number of speech experiments that permit us to draw valid and reliable conclusions, and the answers to questions concerning other issues are beyond the purview of the research reviewed here and should be addressed by summaries of experimental research in other areas, such as linguistics, education, or motor learning. Reviews of research in some of these other areas of interest may be found in Stewart (1989, 1998), Maxwell (1990), Moores (1996), and Strong and Charlson (1987).…”

mentioning

confidence: 99%

“…The use of SC is a controversial issue, and its pros and cons have remained the subject of continuing debate (Hyde, Power, & Leigh, 1998;Marmor & Petitto, 1979;Maxwell, 1990;Strong & Charlson, 1987). Vernon and Andrews (1990) outlined the advantages of SC in opening a variety of modes of communication for deaf children, providing more accurate representation of English than that provided by lipreading alone and contributing beneficial effects in psychosocial and linguistic development.…”

mentioning

confidence: 99%

The Effects of Simultaneous Communication on Production and Perception of Speech

Schiavetti

Whitehead

Metz

2004

Journal of Deaf Studies and Deaf Education

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This article reviews experiments completed over the past decade at the National Technical Institute for the Deaf and the State University of New York at Geneseo concerning speech produced during simultaneous communication (SC) and synthesizes the empirical evidence concerning the acoustical and perceptual characteristics of speech in SC. Comparisons are drawn between SC and other modes of rate-altered speech that have been used successfully to enhance communication effectiveness. Of particular importance are conclusions regarding the appropriateness of speech produced during SC for communication between hearing and hearing-impaired speakers and listeners and the appropriateness of SC use by parents and teachers for speech development of children with hearing impairment. This program of systematic basic research adds value to the discussion about the use of SC by focusing on the specific implications of empirical results regarding speech production and perception.

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Simultaneous Communication: The State of the Art & Proposals for Change

Cited by 21 publications

References 57 publications

Writing and Deafness: State of the Evidence and Implications for Research and Practice

Writing and Deafness: State of the Evidence and Implications for Research and Practice

The development of bimodal bilingualism

The Effects of Simultaneous Communication on Production and Perception of Speech

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