Early Sign Language Exposure and Cochlear Implantation Benefits

Geers, Ann E.; Mitchell, Christine; Warner-Czyz, Andrea D.; Wang, Nae Yuh; Eisenberg, Laurie S.

doi:10.1542/peds.2016-3489

Cited by 179 publications

(107 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because forcing parents to choose one communication mode for research purposes would be unethical, there are several confounds in this line of research that are difficult to avoid. Many of these studies show trends for children in total communication settings to have mothers with lower levels of education, families with lower income levels, later ages of implantation and worse auditory perception skills (e.g., Cullington et al, 2000;Geers et al, 2000;Geers et al, 2017). All of these factors have been linked to poorer speech outcomes in the broader population of children with CIs.…”

mentioning

confidence: 99%

Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

Goodwin

Lillo‐Martin

2019

The Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

Sign language use in the (re)habilitation of children with cochlear implants (CIs) remains a controversial issue. Concerns that signing impedes spoken language development are based on research comparing children exposed to spoken and signed language (bilinguals) to children exposed only to speech (monolinguals), although abundant research demonstrates that bilinguals and monolinguals differ in language development. We control for bilingualism effects by comparing bimodal bilingual (signing-speaking) children with CIs (BB-CI) to those with typical hearing (BB-TH). Each child had at least one Deaf parent and was exposed to ASL from birth. The BB-THs were exposed to English from birth by hearing family members, while the BB-CIs began English exposure after cochlear implantation around 22-months-of-age. Elicited speech samples were analyzed for accuracy of English grammatical morpheme production. Although there was a trend toward lower overall accuracy in the BB-CIs, this seemed driven by increased omission of the plural -s, suggesting an exaggerated role of perceptual salience in this group. Errors of commission were rare in both groups. Because both groups were bimodal bilinguals, trends toward group differences were likely caused by delayed exposure to spoken language or hearing through a CI, rather than sign language exposure.

show abstract

mentioning

confidence: 99%

Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

Goodwin

Lillo‐Martin

2019

The Journal of Deaf Studies and Deaf Education

View full text Add to dashboard Cite

show abstract

“…One study that is frequently cited to support arguments against signing with deaf children is that conducted by Geers et al [83], in which the researchers consulted a national database of cochlear implant users and analyzed their academic progress in elementary school in light of their duration of early sign language exposure. They found that the children with the least sign language exposure outperformed the other groups in speech recognition, spoken language, reading, and speech intelligibility.…”

Section: The Bilingual Paradoxmentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

View full text Add to dashboard Cite

The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

show abstract

“…Literacy development is often impaired in deaf children and it is a measure of their disability (Dyer, MacSweeney, Szczerbinski & Green, ). Cochlear implants improve literacy skills and their benefits are greater if the child is exposed earlier to oral communication (Connor, Craig, Raudenbush, Heavner & Zwolan, ; Geers, Mitchell, Warner‐Czyz et al ., ). Other strategies, such as cued speech, have been applied to increase learning performance and ultimately improve literacy skills (Colin, Ecalle, Truy, Lina‐Granade & Magnan, ; Leybaert & La Sasso, ).…”

Section: Introductionmentioning

confidence: 97%

“…communication (Connor, Craig, Raudenbush, Heavner & Zwolan, 2006;Geers, Mitchell, Warner-Czyz et al, 2017). Other strategies, such as cued speech, have been applied to increase learning performance and ultimately improve literacy skills (Colin, Ecalle, Truy, Lina-Granade & Magnan, 2017;Leybaert & La Sasso, 2010).…”

Section: Introductionmentioning

confidence: 99%

Dialogic reading in the rehabilitation of Children with Hearing Loss and the “Born to Read” Project: A pilot study

Continisio

Mattiello

Toscano

et al. 2018

Scandinavian J Psychology

View full text Add to dashboard Cite

The "born to read" initiative entails a dialogic reading to children in poor socio-economical conditions aimed at fostering cognitive and relational skills. Reading is professionally delivered by experts to promote psycho-social development of children and their parents. In this study the project was extended to include children positive at early screening for hearing impairment. A total of 26 children were included and 14 parents were taught to read aloud and emphatically. Reading session were delivered for at least 10 minutes at least 3 times/week, usually at bedtime, for one year. The Griffiths scale were applied to explore the expressive and receptive language skills (Scale C) and eye and hand coordination (Scale D), as measures of linguistic and neurocognitive skills. Program sustainability and reactions by the parents were also investigated. All 14 families successfully received the training, becoming capable of reading aloud and emphatically and provided reading sessions for the entire duration of the study. Children receiving the intervention performed slightly better than controls and those who were exposed to increased number of sessions, performed even better although the differences with controls were not significant. Parents enjoyed reading to their children. They expressed satisfaction and gratitude for being able to play an active and productive role in children rehabilitation. The results of this pilot study suggest that the born to read initiative may be considered in adjunct to medical and psychological interventions to enhance the benefits of early screening of hearing function.

show abstract

Early Sign Language Exposure and Cochlear Implantation Benefits

Cited by 179 publications

References 30 publications

Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

Morphological Accuracy in the Speech of Bimodal Bilingual Children with CIs

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Dialogic reading in the rehabilitation of Children with Hearing Loss and the “Born to Read” Project: A pilot study

Contact Info

Product

Resources

About