Early Manual Communication in Relation to the Deaf Child's Intellectual, Social, and Communicative Functioning

Meadow, Kathryn P.

doi:10.1093/deafed/eni035

Cited by 110 publications

(35 citation statements)

References 13 publications

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“…By recognizing the importance of communication and the child's communication needs, parents can foster more positive educational outcomes. When comparing deaf children of deaf parents (DoD) and deaf children of hearing parents (DoH), research has found that DoD generally outperform DoH children in future linguistic and academic success related to their ASL abilities (Meadow, 1968;Quigley & Frisini, 1961;Stevenson, 1964;Strong & Prinz, 1997;Stuckless & Birch, 1966).…”

Section: Family Influences On Deaf Individualsmentioning

confidence: 99%

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Freel¹,

Clark²,

Anderson³

et al. 2011

PSYCH

157

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Language (ASL) competency and English reading skills. Results revealed a positive relationship between ASL competency and English skills, with highly competent signers scoring higher on a measure of reading comprehension. Additionally, family characteristics (e.g., parental education level, family hearing status) were entered into the analysis to ascertain their effect on Deaf individuals' bilingual abilities. The findings support the theory that competency in ASL may serve as a bridge to the acquisition of English print. Moreover, the findings provide support for the critical period hypothesis for first language acquisition and its later impact on other cognitive and academic skills.

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Section: Family Influences On Deaf Individualsmentioning

confidence: 99%

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Freel¹,

Clark²,

Anderson³

et al. 2011

PSYCH

157

View full text Add to dashboard Cite

show abstract

“…The time between three-and-a-half and four years of age is extremely important for language development By this age, the basic rules of language have been acquired by children and they have a solid language foundation (Miller, 1988;Meadow, 1968). They use adverbs, tell stories, and express their feelings.…”

Section: Normal Language Developmentmentioning

confidence: 99%

“…First, deaf parents are less traumatized by the birth of a deaf child. Second, deaf parents have a method of communicating with their deaf child from birth (Parasnis, 1983;Messerly & Aram, 1980;Meadow, 1968). Parasnis (1983) and Vernon & Koh (1970) found that deaf parents often had less education than hearing parents.…”

Section: Deaf Children Of Deaf Parentsmentioning

confidence: 99%

“…"Research shows that deaf children born to the majority of hearing parents are linguistically disadvantaged" (McEntee, 1994, p. 5). Language delays in deaf children are typically the result of a "lack of access to a language model" and not typically associated with problems in cognitive or neurological development (Spencer, 1996, p. 867;Meadow, 1980;Chasen & Zuckerman, 1976;Tomlinson-Keasey & Kelly, 1974;Meadow, 1968). The lack of access to language is caused by an impaired auditory channel which limits natural development of language.…”

Section: Language Development Of Deaf Childrenmentioning

confidence: 99%

“…Hearing parents, therefore, strive for their deaf children to use speech as their method of communication. According to Meadow (1968), many professionals involved with parents of newly identified deaf children warn parents not to use sign language because of their belief that the children will n~t be motivated to learn speech or speechreading. Marschark (1997) also stated that some parents may delay the learning and use of sign language, hoping that the child will develop better speech skills.…”

Section: Sign Lanwge Communicationmentioning

confidence: 99%

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The identification of early factors related to academic achievement among deaf students

Cunningham¹

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To my parents, Norman and Phyllis, thank you for making me the person I am today, for sharing in my dream to attain this degree, for your support, emotionally and financially, and finally for believing in me and teaching me to believe in myself.Finally to my husband, Rick, thank you for your endless hours of editing, for your incredible support, for your understanding when writing prevented me from being with you, and mostly for your never ending encouragement and love every step of the way. The purpose of this research study was to examine specific factors believed to be related to academic achievement in deaf children. More specifically, this research sought to determine whether there was a significant difference in achievement between those students whose parents use oral communication only and those whose parents use some type of sign language. An additional purpose of this research was to determine if there was a significant difference in academic achievement with those deaf students who used amplification devices early in life. This study also sought to determine whether providing early intervention programs which emphasizes and enables parents to develop a language rich environment had a significant impact on the academic achievement of deaf children and whether the age at which initial services are received influence deaf student's subsequent academic achievement. This study examined the relationship, if any, between intellectual ability and academic achievement among deaf children. Finally, this study sought to investigate the relationship between the degree of hearing loss and academic achievement.Purposive sampling was used to select subjects for this study. All 228 eligible Deaf/Hard of Hearing (DHH) students enrolled in a Broward County Public School were VI included in the original sample. Sixty-one students actually participated in this study. A correlational method of statistical analysis as well as a cross classification ( crosstabs) was used to analyze the data.The results show that academic achievement in the areas of reading and mathematics was significantly related to parental mode of communication and the mode of communication used in school. Academic achievement, in the area of reading, was also signficantly related to intellectual ability. The reading achievement was also found to be significantly related to degree of hearing loss. Written language was not significantly related to any factors investigated in this study.Additional research should be conducted to further investigate the low academic achievement among deaf children. The diversity among signing systems at school and between home and school should also be analyzed. Finally, future studies should examine curriculum and instruction methods to increase the academic achievement of deaf children .

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Oral Versus Manual Communication

Smith

2008

Encyclopedia of Special Education

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Early Manual Communication in Relation to the Deaf Child's Intellectual, Social, and Communicative Functioning

Cited by 110 publications

References 13 publications

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

The identification of early factors related to academic achievement among deaf students

Oral Versus Manual Communication

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