Visual-Motor Integration in Language Learning among Deaf and Hard of Hearing Children

Autor/inn/en	Guan, Connie Qun; Smolen, Elaine R.
Titel	Visual-Motor Integration in Language Learning among Deaf and Hard of Hearing Children
Quelle	In: American Annals of the Deaf, 167 (2022) 3, S.355-371 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Deafness; Hearing Impairments; Sensory Integration; Language Acquisition; Visual Perception; Psychomotor Skills; Motor Development; Predictor Variables; Oral Language; Sign Language; Neurological Organization; Brain Hemisphere Functions; Child Development; Perceptual Development; Young Children + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Sensorische Integration; Sprachaneignung; Spracherwerb; Visuelle Wahrnehmung; Psychomotorische Aktivität; Motorische Entwicklung; Prädiktor; Oral interpretation; Mündlicher Sprachgebrauch; Gebärdensprache; Kindesentwicklung; Wahrnehmungsentwicklung; Frühe Kindheit
Abstract	Sensorimotor integration is an unconscious process of the brain incorporating multiple senses and movement. This review aimed to synthesize the literature on the role of visual-motor integration in language learning, whether spoken or signed, for deaf and hard of hearing (D/HH) children. Nineteen peer-reviewed studies published between 1980 and 2021 were identified. The number and age of the participants, their hearing status, types of hearing technology, communication modalities, assessment, and findings were synthesized. The review suggests that visual-motor integration and motor development are predictors of spoken language performance. The visual-motor pathway appears to be crucial in sign language learning for D/HH children, and phonological characteristics of sign language facilitate their language development through neural processing. While additional empirical research is needed, the conclusions of this review suggests that D/HH children, regardless of communication modality, may benefit from a focus on visual-motor integration in early childhood. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01