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https://www.readbyqxmd.com/read/29040624/altering-practices-to-include-bimodal-bilingual-asl-spoken-english-programming-at-a-small-school-for-the-deaf-in-canada
#1
Karen Priestley, Charlotte Enns, Shauna Arbuckle
Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19)...
October 13, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29034268/language-emergence
#2
Diane Brentari, Susan Goldin-Meadow
Language emergence describes moments in historical time when nonlinguistic systems become linguistic. Because language can be invented de novo in the manual modality, this offers insight into the emergence of language in ways that the oral modality cannot. Here we focus on homesign, gestures developed by deaf individuals who cannot acquire spoken language and have not been exposed to sign language. We contrast homesign with (a) gestures that hearing individuals produce when they speak, as these cospeech gestures are a potential source of input to homesigners, and (b) established sign languages, as these codified systems display the linguistic structure that homesign has the potential to assume...
2017: Annual Review of Linguistics
https://www.readbyqxmd.com/read/29034011/the-development-of-iconicity-in-children-s-co-speech-gesture-and-homesign
#3
Erica A Cartmill, Lilia Rissman, Miriam Novack, Susan Goldin-Meadow
Gesture can illustrate objects and events in the world by iconically reproducing elements of those objects and events. Children do not begin to express ideas iconically, however, until after they have begun to use conventional forms. In this paper, we investigate how children's use of iconic resources in gesture relates to the developing structure of their communicative systems. Using longitudinal video corpora, we compare the emergence of manual iconicity in hearing children who are learning a spoken language (co-speech gesture) to the emergence of manual iconicity in a deaf child who is creating a manual system of communication (homesign)...
2017: LIA
https://www.readbyqxmd.com/read/29025322/auditory-and-cognitive-development-in-a-partially-deaf-child-with-bilateral-electro-acoustic-stimulation-a-case-study
#4
Josef Seebacher, Franz Muigg, Natalie Fischer, Viktor Weichbold, Kurt Stephan, Patrick Zorowka, Harald R Bliem, Joachim Schmutzhard
OBJECTIVE: To study the long-term evolution of speech and intelligence in a child with partial deafness and normal hearing in the low frequencies after sequentially receiving cochlear implants in both ears. DESIGN: Retrospective chart review. STUDY SAMPLE: Male child aged 6 years was followed over a time period of four years. RESULTS: The paediatric patient had normal hearing up to 1 kHz and profound hearing loss at all higher frequencies symmetrical in both ears...
October 12, 2017: International Journal of Audiology
https://www.readbyqxmd.com/read/28990963/terrible-twos-or-early-signs-of-psychopathology-developmental-patterns-in-early-identified-preschoolers-with-cochlear-implants-compared-with-hearing-controls
#5
Anouk P Netten, Carolien Rieffe, Lizet Ketelaar, Wim Soede, Kenneth D Gadow, Johan H M Frijns
OBJECTIVE: Cochlear implants (CIs) have dramatically improved the lives of children who are deaf or hard of hearing; however, little is known about its implications for preventing the development of psychiatric symptoms in this at-risk population. This is the first longitudinal study to examine the early manifestation of emotional and behavioral disorders and associated risk and protective factors in early identified preschoolers with CIs compared with hearing peers. DESIGN: Participants were 74 children with CIs and 190 hearing controls between ages 1 and 5 years (mean age, 3...
October 4, 2017: Ear and Hearing
https://www.readbyqxmd.com/read/28977414/language-and-psychosocial-functioning-among-deaf-learners-with-and-without-cochlear-implants
#6
Marc Marschark, Elizabeth Machmer, Linda J Spencer, Georgianna Borgna, Andreana Durkin, Carol Convertino
Various studies have examined psychosocial functioning and language abilities among deaf children with and without cochlear implants (CIs). Few, however, have explored how relations among those abilities might change with age and setting. Most relevant studies also have failed to consider that psychosocial functioning among both CI users and nonusers might be influenced by having language abilities in both signed and spoken language. The present investigation explored how these variables might influence each other, including the possibility that deaf individuals' psychosocial functioning might be influenced differentially by perceived and actual signed and spoken language abilities...
September 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961874/computerized-sign-language-based-literacy-training-for-deaf-and-hard-of-hearing-children
#7
Emil Holmer, Mikael Heimann, Mary Rudner
Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961872/achievement-language-and-technology-use-among-college-bound-deaf-learners
#8
Kathryn Crowe, Marc Marschark, Jesper Dammeyer, Christine Lehane
Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28937453/language-underperformance-in-young-children-who-are-deaf-or-hard-of-hearing-are-the-expectations-too-low
#9
Jareen Meinzen-Derr, Rose Sheldon, Sandra Grether, Mekibib Altaye, Laura Smith, Daniel I Choo, Susan Wiley
OBJECTIVE: (1) To examine language performance in the context of cognitive abilities in young children who are deaf or hard-of-hearing and (2) to identify factors associated with having a language underperformance, defined as a gap between the language standard score and the nonverbal IQ (NVIQ) standard score. METHODS: Children 6 to 82 months of age with bilateral hearing loss were enrolled. Language performance was defined as a ratio of language skills relative to cognitive abilities with language underperformance defined as a ratio of language scores to NVIQ <0...
September 19, 2017: Journal of Developmental and Behavioral Pediatrics: JDBP
https://www.readbyqxmd.com/read/28895463/impact-of-primary-language-and-insurance-on-pediatric-hearing-health-care-in-a-multidisciplinary-clinic
#10
Brooke M Su, Jason S Park, Dylan K Chan
Objective This study aims to describe the effects of primary language and insurance status on care utilization among deaf or hard-of-hearing children under active otolaryngologic and audiologic care. Study Design Cross-sectional analysis. Setting Multidisciplinary hearing loss clinic at a tertiary center. Subjects and Methods Demographics, hearing loss data, and validated survey responses were collected from 206 patients aged 0 to 19 years. Two-sided t tests and χ(2) tests were used to obtain descriptive statistics and hypothesis testing...
October 2017: Otolaryngology—Head and Neck Surgery
https://www.readbyqxmd.com/read/28876215/deaf-families-unique-experiences-and-obstacles
#11
Audrey Frank
This article focuses on Deaf children of Deaf parents who grew up using American Sign Language (ASL) in Deaf culture. Deaf children of Deaf parents described their unique experiences of struggling with obstacles, including quality of education, low expectations from professionals, unwanted sympathy, mental health therapists' lack of cultural competency, and not being asked for valuable perspectives or advice. The advice from Deaf Children of Deaf Parents is included in the article. By bringing greater attention to this population, mental health, schools, and other professionals can increase their awareness of Deaf families' unique needs in their work environment...
September 6, 2017: Journal of Social Work in Disability & Rehabilitation
https://www.readbyqxmd.com/read/28753163/cortical-processing-of-vocal-and-nonvocal-sounds-in-cochlear-implanted-children-an-electrophysiological-study
#12
David Bakhos, John Galvin, Sylvie Roux, Emmanuel Lescanne, Nicole Bruneau
OBJECTIVES: For prelingually deaf children, cochlear implants (CIs) can restore auditory input to the auditory cortex and the ability to acquire spoken language. Language development is strongly intertwined with voice perception. The aim of this electrophysiological study was to investigate human voice processing using measures of cortical auditory evoked potentials (AEPs) in pediatric CI users. DESIGN: Cortical AEPs were measured in 8 CI children (4 to 12 years old) with good auditory and language performance and 8 normal-hearing (NH) age-matched controls...
July 27, 2017: Ear and Hearing
https://www.readbyqxmd.com/read/28724130/early-postimplant-speech-perception-and-language-skills-predict-long-term-language-and-neurocognitive-outcomes-following-pediatric-cochlear-implantation
#13
Cynthia R Hunter, William G Kronenberger, Irina Castellanos, David B Pisoni
Purpose: We sought to determine whether speech perception and language skills measured early after cochlear implantation in children who are deaf, and early postimplant growth in speech perception and language skills, predict long-term speech perception, language, and neurocognitive outcomes. Method: Thirty-six long-term users of cochlear implants, implanted at an average age of 3.4 years, completed measures of speech perception, language, and executive functioning an average of 14...
August 16, 2017: Journal of Speech, Language, and Hearing Research: JSLHR
https://www.readbyqxmd.com/read/28714704/planes-of-phenomenological-experience-the-psychology-of-deafness-as-an-early-example-of-american-gestalt-psychology-1928-1940
#14
Marion A Schmidt
When, in 1928, the Clarke School for the Deaf in Northampton, Massachusetts, opened a psychological research division, it was nothing unusual in a time fascinated with the sciences of education. Yet with its longstanding ties to Northampton's Smith College, the school was able to secure the collaboration of eminent Gestalt psychologist Kurt Koffka, who, in turn, engaged 2 more German-speaking emigrants, Margarete Eberhardt and social psychologist Fritz Heider, and Heider's American wife Grace Moore Heider. This collaboration has seen little attention from historians, who have treated Koffka's and Heider's time in Northampton as a transitory phase...
July 17, 2017: History of Psychology
https://www.readbyqxmd.com/read/28691260/semantic-fluency-in-deaf-children-who-use-spoken-and-signed-language-in-comparison-with-hearing-peers
#15
C R Marshall, A Jones, A Fastelli, J Atkinson, N Botting, G Morgan
BACKGROUND: Deafness has an adverse impact on children's ability to acquire spoken languages. Signed languages offer a more accessible input for deaf children, but because the vast majority are born to hearing parents who do not sign, their early exposure to sign language is limited. Deaf children as a whole are therefore at high risk of language delays. AIMS: We compared deaf and hearing children's performance on a semantic fluency task. Optimal performance on this task requires a systematic search of the mental lexicon, the retrieval of words within a subcategory and, when that subcategory is exhausted, switching to a new subcategory...
July 10, 2017: International Journal of Language & Communication Disorders
https://www.readbyqxmd.com/read/28689189/early-hearing-detection-and-vocabulary-of-children-with-hearing-loss
#16
Christine Yoshinaga-Itano, Allison L Sedey, Mallene Wiggin, Winnie Chung
BACKGROUND AND OBJECTIVES: To date, no studies have examined vocabulary outcomes of children meeting all 3 components of the Early Hearing Detection and Intervention (EHDI) guidelines (hearing screening by 1 month, diagnosis of hearing loss by 3 months, and intervention by 6 months of age). The primary purpose of the current study was to examine the impact of the current EHDI 1-3-6 policy on vocabulary outcomes across a wide geographic area. A secondary goal was to confirm the impact of other demographic variables previously reported to be related to language outcomes...
August 2017: Pediatrics
https://www.readbyqxmd.com/read/28685639/barriers-to-timely-diagnosis-and-treatment-for-children-with-hearing-impairment-in-a-southern-indian-city-a-qualitative-study-of-parents-and-clinic-staff
#17
Sri Vamshi Merugumala, Vijay Pothula, Max Cooper
OBJECTIVE: In low income countries, deaf children are identified late due to the absence of a universal screening. Hearing impairment is a common yet neglected disability in India that leads to loss of speech and language. This qualitative study explored barriers to accessing appropriate hearing services in one city in southern India. DESIGN: To identify the barriers in timely management of deafness, 25 semi-structured interviews were conducted. Data were examined using Applied Thematic Analysis...
October 2017: International Journal of Audiology
https://www.readbyqxmd.com/read/28680416/an-eye-tracking-study-on-the-perception-and-comprehension-of-unimodal-and-bimodal-linguistic-inputs-by-deaf-adolescents
#18
Eliana Mastrantuono, David Saldaña, Isabel R Rodríguez-Ortiz
An eye tracking experiment explored the gaze behavior of deaf individuals when perceiving language in spoken and sign language only, and in sign-supported speech (SSS). Participants were deaf (n = 25) and hearing (n = 25) Spanish adolescents. Deaf students were prelingually profoundly deaf individuals with cochlear implants (CIs) used by age 5 or earlier, or prelingually profoundly deaf native signers with deaf parents. The effectiveness of SSS has rarely been tested within the same group of children for discourse-level comprehension...
2017: Frontiers in Psychology
https://www.readbyqxmd.com/read/28665314/subtitling-for-d-deaf-and-hard-of-hearing-children-current-practices-and-new-possibilities-to-enhance-language-development
#19
Ana Tamayo, Frederic Chaume
In order to understand and fully comprehend a subtitle, two parameters within the linguistic code of audiovisual texts are key in the processing of the subtitle itself, namely, vocabulary and syntax. Through a descriptive and experimental study, the present article explores the transfer of the linguistic code of audiovisual texts in subtitling for deaf and hard-of-hearing children in three Spanish TV stations. In the first part of the study, we examine current practices in Spanish TV captioning to analyse whether syntax and vocabulary are adapted to satisfy deaf children's needs and expectations regarding subtitle processing...
June 30, 2017: Brain Sciences
https://www.readbyqxmd.com/read/28626432/visible-social-interactions-do-not-support-the-development-of-false-belief-understanding-in-the-absence-of-linguistic-input-evidence-from-deaf-adult-homesigners
#20
Deanna L Gagne, Marie Coppola
Congenitally deaf individuals exhibit enhanced visuospatial abilities relative to normally hearing individuals. An early example is the increased sensitivity of deaf signers to stimuli in the visual periphery (Neville and Lawson, 1987a). While these enhancements are robust and extend across a number of visual and spatial skills, they seem not to extend to other domains which could potentially build on these enhancements. For example, congenitally deaf children, in the absence of adequate language exposure and acquisition, do not develop typical social cognition skills as measured by traditional Theory of Mind tasks...
2017: Frontiers in Psychology
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