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Golos, Debbie B.; Moses, Annie M. – American Annals of the Deaf, 2013
With the increase in research on multiliteracies comes greater interest in exploring multiple pathways of learning for deaf children. Educational media have been increasingly examined as a tool for facilitating the development of deaf children's language and literacy skills. The authors investigated whether preschool deaf children (N = 31)…
Descriptors: Deafness, Preschool Children, Literacy Education, Language Acquisition
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Kelman, Celeste Azulay – American Annals of the Deaf, 2001
Behaviors of eight children (ages 2-5) with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. Events in which children engaged in "dialogue" with themselves or a toy, while pursing a specific…
Descriptors: Child Development, Communication Skills, Deafness, Developmental Stages
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Schiff-Myers, Naomi B. – American Annals of the Deaf, 1982
The sign and oral language development of five two-year-old hearing children of deaf parents was studied and compared with the sign and oral language of their mothers. A surprising finding was that the mothers, despite their limited oral linguistic competence, communicated predominantly in the oral mode with their children. (Author)
Descriptors: Deafness, Interaction, Language Acquisition, Mothers
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Luetke-Stahlman, B.; Weiner, Frederick F. – American Annals of the Deaf, 1982
Three Spanish deaf preschoolers were taught receptive vocabulary in oral English, English sign-mix, oral Spanish, Spanish sign-mix, and sign alone. Subject one learned best using sign alone. Subject two performed best using oral Spanish or sign alone. Subject three seemed to profit from sign, Spanish sign-mix, or oral English. (Author/SW)
Descriptors: Deafness, Language Acquisition, Oral Communication Method, Preschool Education
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Champie, Joan – American Annals of the Deaf, 1981
The case of a deaf preschool child whose parents and teacher cooperated in a Total Communication and Signed English approach is cited. A record of the child's utterances is presented to illustrate growth in language to a level near that of a hearing child. (CL)
Descriptors: Deafness, Language Acquisition, Parent Teacher Cooperation, Preschool Education
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Gaines, Rosslyn; Halpern-Felsher, Bonnie L. – American Annals of the Deaf, 1995
This observational study examined the development and use of communication in a pair of deaf and hearing monozygotic twins from 13 to 36 months of age. Both children were enrolled in a total communication preschool program. In contrast to the hearing twin, the deaf twin used imitative (rather than responsive) signs and gestures. (Author/DB)
Descriptors: Child Development, Communication Skills, Deafness, Individual Differences
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Williams, Cheri L. – American Annals of the Deaf, 1995
This study used interview transcripts, videotape recordings of classroom sessions, field notes, and classroom photographs to examine the theoretical and pedagogical stances of three preschool teachers concerning language and literacy development of deaf and hard-of-hearing children. Teachers held differing theories which influenced their…
Descriptors: Classroom Observation Techniques, Deafness, Educational Practices, Educational Principles
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Lederberg, Amy R. – American Annals of the Deaf, 1991
Twenty-nine deaf students (ages three to five) were observed during outdoor free play. Children with higher language ability were more likely than other children to play with two other partners at once, interact with teachers, use language, prefer playing with children of similar language ability, and receive language from partners. (Author/PB)
Descriptors: Communication Skills, Comparative Analysis, Deafness, Interaction
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Schirmer, Barbara R. – American Annals of the Deaf, 1989
Twenty severely/profoundly hearing-impaired children, aged three-six, interacted with the investigator while playing with toys. A significant relationship was found between imaginative play and language development. No relationship was found between imaginative play and chronological age. Correspondences were found between language development and…
Descriptors: Age, Deafness, Hearing Impairments, Language Acquisition
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Musselman, Carol Reich; And Others – American Annals of the Deaf, 1989
A 4-year study of 131 preschool children with severe/profound hearing losses found that children tended to be placed first in auditory/oral programs and later moved to total communication programs. Evaluated are the performance of children in both types of programs on measures of spoken language, receptive language, and mother-child communication.…
Descriptors: Deafness, Hearing Impairments, Language Acquisition, Oral Communication Method
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Harrison, Melody F.; And Others – American Annals of the Deaf, 1987
This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing-impaired preschool children. Teachers relied extensively upon three techniques: label/model, extension, and correction. Infrequently used were such techniques as expansion, completion, reinforcement, repetition, and simple expatiation.…
Descriptors: Communication Skills, Hearing Impairments, Language Acquisition, Longitudinal Studies
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Schirmer, Barbara R. – American Annals of the Deaf, 1985
Analysis of videotaped interaction of 20 hearing impaired preschoolers showed that Ss were acquiring language using the same semantic categories, syntactic forms, and functional uses as normally developing children but at later chronological ages. All of the hearing-impaired children were developing a rule system consistent with patterns of normal…
Descriptors: Developmental Stages, Hearing Impairments, Language Acquisition, Preschool Education
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Borman, Deborah L.; And Others – American Annals of the Deaf, 1988
Metalinguistic abilities of 20 hearing-impaired children, aged 4-10, were assessed by asking them to judge synonymy of sentence pairs presented in Signed English, Pidgin Sign English, and American Sign Language. None of the children had developed metalinguistic abilities in any of the sign language systems. (Author/JDD)
Descriptors: American Sign Language, Elementary Education, Hearing Impairments, Language Acquisition