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Gernsbacher, Morton Ann; Sauer, Eve A.; Geye, Heather M.; Schweigert, Emily K.; Goldsmith, H. Hill – Journal of Child Psychology and Psychiatry, 2008
Background: Spoken and gestural communication proficiency varies greatly among autistic individuals. Three studies examined the role of oral- and manual-motor skill in predicting autistic children's speech development. Methods: Study 1 investigated whether infant and toddler oral- and manual-motor skills predict middle childhood and teenage speech…
Descriptors: Toddlers, Infants, Psychomotor Skills, Autism

Venus, Carol A.; Canter, Gerald J. – Journal of Communication Disorders, 1987
Aphasic adults (N=16) with severe auditory comprehension impairment were evaluated for comprehension of redundant and nonredundant spoken and/or gestured messages. Results indicated redundancy was not reliably superior to spoken messages alone. (Author/DB)
Descriptors: Adults, Aphasia, Auditory Perception, Cues

Caccamise, Frank – American Annals of the Deaf, 1979
The reliability of the Central Institute for the Deaf (CID) Everyday Sentence Lists was studied under receptive English simultaneous communication with 43 National Technical Institute for the Deaf (NTID) students and under manual communication conditions with 40 NTID students. Results indicated that the CID lists are reliable measures under both…
Descriptors: Communication Skills, Deafness, Hearing Impairments, Manual Communication

Caccamise, Frank; Blasdell, Richard – American Annals of the Deaf, 1977
Investigated with 296 hearing impaired young adults and adults was the effect of delay between auditory and visual aspects of the speech message in an oral-manual interpreting situation. (Author/CL)
Descriptors: Deaf Interpreting, Exceptional Child Research, Hearing Impairments, Manual Communication
Stewart, David A. – A.C.E.H.I. Journal, 1987
The study of effects of mode (manual only, manual plus oral, and manual plus oral plus aural) and language (Signed English or American Sign Language) on the comprehension of deaf students (mean age 16 years) found no significant treatment effect for mode of presentation; there was an interaction between languages and mode. (Author/DB)
Descriptors: American Sign Language, Comprehension, Deafness, Elementary Secondary Education

Grove, Carl; Rodda, Michael – American Annals of the Deaf, 1984
Receptive communication skills of 118 severely and profoundly deaf persons, (9-20 years old) were assessed by a multiple-choice pictorial test. The most efficient method of communication was found to be reading, followed by total communication and manual communication; oral methods were clearly the least effective. (Author/CL)
Descriptors: Communication Skills, Elementary Secondary Education, Hearing Impairments, Manual Communication
Zakia, Richard D.; Haber, Ralph Norman – 1972
Thirty-three deaf college students were tested on ability to read fingerspelled words and letters and computerspelled words and letters, 19 hearing students were tested on the latter task alone, and 12 Ss highly experienced in fingerspelling were tested on the former task alone. On the word task Ss were scored on percent of words correct, with…
Descriptors: College Students, Communication Skills, Exceptional Child Research, Finger Spelling

Clarke, Sue; And Others – Journal of Applied Behavior Analysis, 1986
Total communication procedures were used with three severely mentally retarded children (mental ages 2 to 4) to examine the effects of receptive speech on the acquisition and maintenance of manual signing. Signs corresponding to known words were generally acquired faster and retained better than signs corresponding to unknown words. (Author/JW)
Descriptors: Children, Expressive Language, Manual Communication, Receptive Language

Hatfield, Nancy; And Others – American Annals of the Deaf, 1978
To assess competency in American Sign Language (ASL) and manually coded English (MCE), 219 National Technical Institute for the Deaf students, judged to be skilled signers, viewed videotaped stories, one in ASL and one in MCE, followed by true/false questions in the same language as the story. (Author/PHR)
Descriptors: Bilingualism, Hearing Impairments, Higher Education, Manual Communication
Vernon, McCay – A.C.E.H.I. Journal, 1987
A review of problems with using such manual communication systems as cued speech, fingerspelling, Signed or Manual English, American Sign Language, and Pidgin Sign provides a rationale for using a combination of American Sign Language and Pidgin Sign and a few markers from Signed English for a Total Communication system. (CB)
Descriptors: American Sign Language, Communication Skills, Cued Speech, Deafness

Notoya, Masako; And Others – American Annals of the Deaf, 1994
Acquisition of passive and active vocabulary in sign and oral language was analyzed in 2 children congenitally deaf, through age 54 months. Acquisition of sign occurred more quickly than oral language. Production of active nouns, function words, and "wh" question words in sign was equivalent to that of hearing peers, and was later transferred to…
Descriptors: Congenital Impairments, Deafness, Developmental Stages, Expressive Language
McKee, Barbara G.; And Others – 1980
Approximately 290 deaf college freshmen participated in a study of the relationship between perceived and actual abilities in eight communication modes (including reading, writing, speech reading with and without sound, and reception of manual and simultaneous communication). Ss rated their abilities before and after a communication course. Actual…
Descriptors: Communication Skills, Deafness, Exceptional Child Research, Higher Education

Moores, Donald F.; And Others – Exceptional Children, 1973
Descriptors: Communication (Thought Transfer), Deafness, Exceptional Child Research, Finger Spelling

Smeets, P. M.; Striefel, S. – Journal of Mental Deficiency Research, 1976
A transfer of stimulus control procedure was used to teach a 14-year-old retarded deaf girl manual signing skills. (CL)
Descriptors: Deafness, Elementary Secondary Education, Expressive Language, Language Instruction

Pudlas, Kenneth A. – American Annals of the Deaf, 1987
The study measured hearing-impaired (N=106) students' reception of language presented via five modes: oral, aural, manual, oral-aural;, and simultaneous manual and oral. The simultaneous manual and oral and the manual modes received the highest ratings. Results are discussed in terms of theories of cognitive processing and selective attention.…
Descriptors: Attention Control, Aural Learning, Cognitive Processes, Elementary Secondary Education
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