Teaching Written Language to Deaf Infants and Preschoolers

Suzuki, Shigetada; Notoya, Masako

doi:10.1177/027112148400300405

Cited by 10 publications

(3 citation statements)

References 7 publications

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“…Two studies involved the sight word learning of young deaf children. Suzuki and Notoya (1984) trained 6 mothers to teach their oral deaf children, who were between the ages of 1 and 3 at the outset of the study, to identify words matched with objects, pictures, or actions. After 45 months, the researchers found that the children's written vocabulary was significantly greater than their spoken vocabulary.…”

Section: Effectiveness Of Instructional Approachesmentioning

confidence: 99%

Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?

Schirmer

McGough

2005

Review of Educational Research

104

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The authors conducted a synthetic review of the research literature on the reading development and reading instruction of deaf students and compared their findings to the review of research literature conducted by the National Reading Panel (NRP) on four topic areas: (a) alphabetics (phonemic awareness instruction and phonics instruction); (b) fluency; (c) comprehension (vocabulary instruction and text comprehension instruction); and (d) computer technology and reading instruction. In their discussion of the areas of overlap in the two bodies of research and of the implications for future research, the authors note the lack of research with deaf readers on instructional interventions that have been found to be effective with hearing readers and on the implications for isolation from mainstream reading research.

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Section: Effectiveness Of Instructional Approachesmentioning

confidence: 99%

Teaching Reading to Children Who Are Deaf: Do the Conclusions of the National Reading Panel Apply?

Schirmer

McGough

2005

Review of Educational Research

104

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“…Calderon and Low [ 98 ] conducted a sub-analysis of a larger study of Early Childhood Home Instruction and found non-significant improvements in language when a father was present at the intervention. Three studies looked at language communication using a longitudinal design; Oral Language Training [ 99 ]; Central Institute for the Deaf Early Education Project [ 100 ]; A Good Future for Deaf Children Programme [ 101 ], and all found improvements in language and communication for the child. There were also 6 papers that reported results from either case or file review, or case studies, all reporting improvements for the child’s language; Auditory-Verbal Therapy [ 102 ]; The 10-year-old Early Childhood Home Instruction Program for Hearing-Impaired Infants and Their Families [ 103 ]; PiCS Intervention using distance education technology [ 104 ]; A program for teaching written language [ 105 ]; HI CHIPS Total Communication Program [ 106 ]; Communication Program [ 107 ].…”

Section: Resultsmentioning

confidence: 99%

A systematic scoping review of early interventions for parents of deaf infants

et al. 2021

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Background Over 90% of the 50,000 deaf children in the UK have hearing parents, many of whom were not expecting a deaf child and may require specialist support. Deaf children can experience poorer long-term outcomes than hearing children across a range of domains. After early detection by the Universal Newborn Hearing Screening Programme, parents in the UK receive support from Qualified Teachers of the Deaf and audiologists but resources are tight and intervention support can vary by locality. There are challenges faced due to a lack of clarity around what specific parenting support interventions are most helpful. Methods The aim of this research was to complete a systematic scoping review of the evidence to identify early support interventions for parents of deaf infants. From 5577 identified records, 54 met inclusion criteria. Two reviewers screened papers through three rounds before completing data extraction and quality assessment. Results Identified parent support interventions included both group and individual sessions in various settings (including online). They were led by a range of professionals and targeted various outcomes. Internationally there were only five randomised controlled trials. Other designs included non-randomised comparison groups, pre / post and other designs e.g. longitudinal, qualitative and case studies. Quality assessment showed few high quality studies with most having some concerns over risk of bias. Conclusion Interventions commonly focused on infant language and communication followed by parental knowledge and skills; parent wellbeing and empowerment; and parent/child relationship. There were no interventions that focused specifically on parent support to understand or nurture child socio-emotional development despite this being a well-established area of poor outcome for deaf children. There were few UK studies and research generally was not of high quality. Many studies were not recent and so not in the context of recent healthcare advances. Further research in this area is urgently needed to help develop evidence based early interventions.

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“…Thus, the learning of English will be through written texts, not through speech. That this can be an appropriate and successful method for the introduction of a spoken language has been argued by Paul and Gram ly (1986) and documented by Suzuki and Notoya (1984), who compared the acquisition of written and oral language in six deaf children from infancy to about the age of six. They report success at teaching reading before speaking and conclude that for deaf children (1984:10):…”

Section: Guiding Principlesmentioning

confidence: 93%