The study compared comprehension of American Sign Language (ASL) between 12 deaf subjects in a program using Signing Exact English (SEE-2) and 14 deaf subjects in a residential program using Signed English, Pidgin Signed English, and ASL. Students exposed to SEE-2 could comprehend ASL as well as residential school peers. (Author/DB)

Deaf high school students participating in an oral history project interview deaf adults, collect oral and signed histories on videotape, and translate the American Sign Language text into written English captions. The project's goals are to help deaf students build self-esteem, improve English writing skills, and become acquainted with role…

Gestural cueing may be used successfully with children who do not require exposure to a sign or total communication approach. Emphasizing cueing in both the training and generalization phases of language learning, this article discusses specific learning activities, the effect of motor components on language, and procedures for using gestural…

Describes two manual aids used in educating deaf children in Peking: the Chinese finger alphabet for teaching Chinese characters, and a new device being experimented with called the Chinese finger syllabary. Sample illustrations are given for both, as well as for the Pinyin finger alphabet. (PJM)

Obstacles confronting deaf students in language development are considered. American Sign Language is distinguished from English in terms of grammar, inflection and syntax, and context. The impact of deafness on language acquisition and cognitive development is examined. The importance of auditory feedback and verbal reinforcement is emphasized.…

Reports an interview with two teachers who provide instruction in sign language to 3- to 6-year-old children attending the Otter Creek School in Vermont. Children at the school use sign language while singing and to converse at snack times. (Author/RH)

A discussion of the poor reading achievement of hearing-impaired children identifies the two-way communication involved in the reading process, traces the language development of those born to deaf and hearing parents, and suggests viewing American Sign Language as a separate and complete language from English. (Author/CL)

Five children with severe educational retardation, aged 5-12, were involved in sign training in which the spoken words corresponding to signs were receptively known to participants. Whether signs were taught concurrently or in a serial fashion, signs taught by total communication were acquired faster than those taught by sign-alone training.…

A training manual for teaching functional sign training to the severely multiply handicapped was developed using the Signing Exact English (SEE) system. The program, which was adapted from the Functional Speech and Language Training Program, is designed for persons who lack refined motor, speech, and language skills. Procedures are outlined to use…

Comments on James J. Fernandes' article (CS 706 160). (PD)

This article discusses the use of sign language to facilitate language development of children with developmental disabilities mainstreamed into the early childhood setting. It discusses the benefits of using sign language, presents a rationale for its use, and provides instructional guidelines and resources. (JDD)

This study of four moderately to severely aphasic subjects found that success in manual sign training programs is related to severity of aphasia, that aphasic subjects' propositional use of manual signs rarely follows simple acquisition, and that generalization to untrained stimuli or environments does not occur without additional training.…

During an eight-month treatment regimen utilizing simultaneous sign/speech input, all of the words of a young girl with Down's Syndrome were recorded. Analyses revealed that most of the words she initially signed were later spontaneously spoken and that most of her signed productions evolved into spontaneous spoken productions. (Author/JDD)

The article considers whether young deaf children of hearing parents should learn American Sign Language (ASL) as their first language and whether teachers in day high school programs should use manual communication. It concludes that, because ASL is the key to deaf culture, it should be used by parents and teachers. (DB)

This article raises concerns about current trends toward increasing bilingual, bicultural education for deaf children. It notes that such programs often discourage the use of voice and spoken language by the deaf child and those in his environment, delay the child's introduction to English, and unreasonably expect hearing persons to use American…