In deaf education, the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and…

The Authors examined classifier production during narrative retells by 10 deaf and hard of hearing students in grades 2-4 at a day school for the deaf following a 6-week intervention of repeated viewings of stories in American Sign Language (ASL) paired with scripted teacher mediation. Classifier production, documented through a…

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)…

This longitudinal study explored the rate of language growth of children in an early intervention program providing auditory-verbal therapy. A retrospective investigation, the study applied a linear growth model to estimate a mean growth curve and the extent of individual variation in language performance on the Preschool Language Scale, 4th ed.…

Along with early detection, early intervention (EI) is critical for children identified with hearing loss. Evidence indicates that many children with sensorineural hearing loss experience improved language abilities if EI services were initiated at an "early" age. The present study's objectives were to determine the impact of a state EI program on…

Research shows that appropriate gestures, either discrete or continuous, substantially enhance speechreading performance and that inappropriate gestures reduce speechreading performance. (Author/KW)

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…

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)

The article describes a reading program appropriate for the average deaf children without age-level language abilities. A top-down element features telling stories, reading aloud, creating narratives from the child's experiences, routines with picture books, functional literacy, and environmental print. A bottom-up component stresses letter…

Receptive fingerspelling performance for words in isolation and context was measured at 10-foot interval distances from 10 feet through 60 feet in 83 hearing-impaired college students. (Author/PHR)

The article describes the use of the Dynamic Audio Video Instructional Device (DAVID), designed to provide receptive sign language practice via interactive television for the staff at the National Technical Institute for the Deaf. Examples of lessons are presented to illustrate principles of interactive computer assisted video instructional…

To evaluate the effects of Cued Speech (visual symbols) as a supplement to speechreading, cued and non-cued sentences and phrases were presented in a live situation at normal and at slow rates to 12 hearing-impaired subjects (7-to 11-years-old). (Author/LS)

In order to determine how well persons can learn to recognize vibratory speech patterns, six normally-hearing adults felt speech presented to their fingertips through vibrators. (Author)

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)