The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss

Kelly, Ciara; Morgan, Gary; Freeth, Megan; Siegal, Michael; Matthews, David

doi:10.1093/deafed/enz001

Cited by 9 publications

(8 citation statements)

References 58 publications

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“…In a study of signing deaf children's development of executive function, Botting, Jones, and Marshall [38] found that although some deaf children perform within the normal range, particularly those with deaf parents, as a group, deaf children scored below hearing peers on the majority of executive function tasks; they suggested that language delay may be associated with their findings. Kelly et al [39] found that signing d/Dhh children of non-signing hearing parents were delayed in identifying lies and sincere false statements when matched for chronological age, but that deaf children who experienced early access to conversations with their deaf parents demonstrated no delay in theory of mind activities. Findings suggested that limited access to linguistic exchanges delayed the development of key pragmatic skills.…”

Section: Research and Controversies On Language Development Of The D/dhhmentioning

confidence: 99%

Language and Literacy: Issues and Considerations

2019

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This article provides background on the major perspectives involving the development of English language and literacy with respect to the evolving demography of d/Deaf and hard-of-hearing children and adolescents. It synthesizes research and controversies on the developmental similarity hypothesis—that is, whether the acquisition of English language and literacy of d/Deaf and hard-of-hearing students is developmentally similar to that of typical language/literacy learners. The outcomes of this discussion have instructional implications and proffer guidelines for teacher preparation programs. The article concludes with directions for further research.

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Section: Research and Controversies On Language Development Of The D/dhhmentioning

confidence: 99%

Language and Literacy: Issues and Considerations

2019

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“…Visual images displayed, such as the use of pictures, must be relevant to the learning content. The use of appropriate visual images in teaching and learning must have benefits to aid students' understanding as well as to ensure they truly understand its content (Kelly et al, 2019). In this case, teachers need to wisely choose pictures that have the meaning of the content of the pictures that can be easily understood.…”

Section: Discussionmentioning

confidence: 99%

Teaching and Learning Aids to Support the Deaf Students Studying Islamic Education

Dzulkifli

2021

JSSH

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Islamic Education’s formal teaching and learning for deaf students in schools are based on the Special Education Curriculum. In order to improve the achievement in the teaching and learning of deaf students, teachers should utilize teaching aids that are appropriate to the learning content and the students’ ability. The objective of this study is to explore the use of teaching aids by teachers teaching Islamic Education subjects to deaf students at the primary school level in Selangor. This study utilized the qualitative approach in the form of case studies by using the interview technique and document analysis to obtain data. Seven teachers from schools offering the Special Education Integration Program (Program Pendidikan Khas Integrasi) and one teacher from the Special Education School (Sekolah Pendidikan Khas) were selected as study respondents. The study respondents were selected based on the purposive sampling technique and had at least five years of teaching experience in Islamic Education subjects to deaf students. The findings showed there were several main types of teaching aids used by the respondents. They were printed materials, the use of Information and Communication Technology and by-product materials. The study also discovered several challenges faced by the respondents when using the teaching aids such as lack of appropriate and limited materials as well as the information and communication technology software was less friendly to deaf students in the learning of Islamic Education. This study contributes in terms of the recommendations of the production of appropriate teaching aids in order to assist teachers in teaching and helping to improve students’ achievement in Islamic Education learning.

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“… Top 10 cited authors and references with the strongest citation bursts: ( A ) Scopus [ 16 , 67 , 86 , 111 , 128 , 140 , 142 , 144 , 145 , 146 ]; ( B ) Scopus [ 51 , 91 , 147 , 148 , 149 , 150 , 151 , 152 , 153 ]; ( C ) WOS [ 8 , 50 , 92 , 118 , 129 , 131 , 132 , 136 , 138 , 139 ]; ( D ) WOS [ 147 , 148 , 150 , 151 , 153 , 154 , 155 , 156 , 157 ]. …”

Section: Figurementioning

confidence: 99%

Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent

2022

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New-borns are capable of recognising and producing sounds as they become phonologically competent. Following this, infants develop a system for connecting these sounds, which helps them become increasingly lexically competent over time. Their knowledge of these words grows as they develop, using words to form phrases, turning them into sentences, and ultimately becoming syntactically competent. By making sense of these linguistic elements, these three competencies are enhanced, and this is how infants become semantically competent. As infants continue to develop linguistic and non-linguistic communication behaviours, this miraculous language development becomes even more complex, enabling them to perfect their linguistic abilities while being pragmatically competent. In this study, a scientometric approach was used to examine past, present, and future trends in pragmatic language development (PLD). A total of 6455 documents were analysed from the Scopus, WOS, and Lens databases between 1950 and 2022. The analysis involved the visualisation and tabulation of eight bibliometric and eight scientometric indicators using CiteSpace 5.8.R3 and VOSviewer 1.6.18 software for data analysis. In this study, we highlight the major patterns and topics directing the research on PLD between 1950 and 2022. The themes and topics included (1) analysing PLD as a social behaviour through the lens of executive functions; (2) studying PLD as a social behaviour based on social understanding; (3) examining PLD as a social behaviour associated with autism spectrum disorder; (4) developing an understanding of PLD in academic settings through the examination of executive functions; (5) identifying pragmatic competence versus communicative competence as a social behaviour; (6) analysing pragmatic language skills in aphasic patients via epistemic stances (i.e., attitudes towards knowledge in interaction); (7) investigating PLD as a behavioural problem in the context of a foreign language; (8) assessing PLD as a behavioural problem in individuals with autism spectrum disorder; (9) assessing PLD in persons with traumatic brain injury and closed head injury as a behavioural problem; (10) identifying the role of the right hemisphere in executive functions as a cognitive substrate; (11) assessing the impact of pragmatic failure in speech acts on pragmatic competence; and (12) investigating the patterns of PLD among learning-disabled children.

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The Understanding of Communicative Intentions in Children with Severe-to-Profound Hearing Loss

Cited by 9 publications

References 58 publications

Language and Literacy: Issues and Considerations

Language and Literacy: Issues and Considerations

Teaching and Learning Aids to Support the Deaf Students Studying Islamic Education

Pragmatic Language Development: Analysis of Mapping Knowledge Domains on How Infants and Children Become Pragmatically Competent

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