Immediate and one-day posttest measures were obtained from 20 nonhandicapped seven and eight year olds in a paired-associate transfer of training task using manual signs and Bliss symbols (often used with non-speaking persons). Results showed no overall difference between signs and symbols in number of correct responses on either the immediate or…

Fourteen deaf elementary children (eight from total communication and six from oral classes) and seven non-hearing-impaired peers were given tasks designed to elicit spontaneous language. Results favored hearing children on all measures. When comparing the two deaf groups, few differences emerged in measures of verbal output and communicativeness.…

Symmetrical signs were acquired significantly faster than were asymmetrical signs, and touch signs were acquired significantly faster than were nontouch signs. Results of the acquisition of iconic v abstract signs were inconclusive. (Author)

The English language development of an unselected group of 20 hearing impaired children (mean age approximately four) taught Signed English was studied over a four-year period. (Author/PHR)

A test of morpheme-based concepts was administered to 67 deaf children (ages 5-11 years) who were exposed to Seeing Essential English (SEE--a visual English sign system). (Author)

Studied secondary language learning and literacy practices for Swedish deaf bilingual students for whom Swedish Sign Language is the primary language and written Swedish is the secondary language. Observations in schools for the deaf over 3 years show how everyday classroom interaction makes available and restricts opportunities for students to…

A "working party" (a decision-making group similar to the quality circles concept) comprised of public elementary school personnel (administrator, regular and special education staff), and parents, university special education faculty and graduate students worked cooperatively to develop and implement a manual sign inservice training package to…

Use of sign language for numerals is used to teach basic facts. Counting is first described, followed by sections on addition and subtraction facts and on reinforcing activities. (MNS)

This study of seven educators of hearing-impaired students in early elementary programs found that teachers' signed Manually Coded English (MCE) messages represented their spoken utterances. MCE proficiency may be influenced by teacher attitude regarding the importance of signing complete messages and the degree to which supervisors monitor…

The study compared scores of 2 groups of hearing-impaired students ages 5 to 12 years on a literacy battery. Subjects (n=73) were receiving instruction which either completely encoded spoken English or incompletely encoded spoken English. Those receiving completely encoded English instruction tended to score higher on achievement tests especially…

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…

Manual communication methods used by the deaf may be helpful techniques for remedial instruction with hearing children. (MKM)