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…

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)

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)

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)

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

Research indicates that using the manual alphabet in classes of non-deaf students is effective both for spelling and vocabulary instruction. Teachers appreciate the way signing physically involves the students, acts as a self-cueing system, is inexpensive, and helps with writing problems like "b" and "d" reversals. Other advantages are: (1) it is…

Metalinguistic abilities of 20 hearing-impaired children, aged 4-10, were assessed by asking them to judge synonymy of sentence pairs presented in Signed English, Pidgin Sign English, and American Sign Language. None of the children had developed metalinguistic abilities in any of the sign language systems. (Author/JDD)

The curriculum guide was developed to serve hearing impaired children at the Kendall Demonstration School elementary/middle school in Washington, D.C. An introductory section explains the philosophy/rationale of the language arts curriculum which emphasizes the development of spoken, signed, or written language. The next section offers suggestions…