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Direct linkSchwarz, Amy Louise; Jurica, Meagan; Matson, Charlsa; Stiller, Rachel; Webb-Culver, Taylor; Abdi, Hervé – Deafness & Education International, 2020
For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select…
Descriptors: Reading Material Selection, Selection Criteria, Students with Disabilities, Deafness
Gonter, Martha A.; Hoemann, H. – 1981
Language tests were administered by videotape to 27 deaf children taught to sign English. The tests, one in manual English (ME) and the other in American Sign Language (ASL) each included twelve grammatical distinctions: two aspects of adjectival modification (opposition and ordering), two types of pluralization (is/are and indicative in ME, dual…
Descriptors: Age Differences, American Sign Language, Communication Skills, Deafness
Newport, Elissa L.; Ashbrook, Elizabeth F. – 1977
This report is a cross-linguistic study that compares the sequence of emergence of semantic relations in English with the sequence of emergence of these relations in the acquisition of American Sign Language. American Sign Language (ASL) differs from English in modality (it is a visual-gesture language rather than an auditory-vocal one) and in the…
Descriptors: American Sign Language, Child Language, Communication Skills, Comparative Analysis
