Language Development and Deaf/Hard of Hearing Children

Autor/inn/en	Scott, Jessica A.; Dostal, Hannah M.
Titel	Language Development and Deaf/Hard of Hearing Children
Quelle	In: Education Sciences, 9 (2019), Artikel 135 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Deafness; Hearing Impairments; Language Acquisition; Children; American Sign Language; English; Speech Communication; Manual Communication; Cued Speech; Intervention; Language Skills; Literacy; Research; Language Impairments; Assistive Technology + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sprachaneignung; Spracherwerb; Child; Kind; Kinder; English language; Englisch; Gebärdensprache; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Forschung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically iterations of signed English and cued speech). These bodies of literature are summarized, with special attention paid to intervention research and research exploring the impacts of language skills on literacy development. Findings indicate that there is generally a stronger research base on natural languages as compared to communication systems, though more studies in both categories are necessary. Additionally, there are very few intervention studies and even fewer that aim to intervene upon language with the explicit goal of impacting literacy; therefore, there is little known about whether and how interventions that aim to support language development may have direct or indirect impacts on literacy within this population. Further research on this topic, as well as replication studies and research with larger sample sizes, is strongly recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01