This study examined visual information processing and learning in classrooms including both deaf and hearing students. Of particular interest were the effects on deaf students' learning of live (three-dimensional) versus video-recorded (two-dimensional) sign language interpreting and the visual attention strategies of more and less experienced…

The language development of two deaf girls and four deaf boys in Sign Language of the Netherlands (SLN) and spoken Dutch was investigated longitudinally. At the start, the mean age of the children was 3;5. All data were collected in video-recorded semistructured conversations between individual children and deaf and hearing adults. We investigated…

This article describes the development of identity in deaf persons. It examines how deaf people learn to live under special conditions. Data is based on conversations (interviews) with 22 deaf persons. A discussion, grounded in narrative theory, of how the development of self-identity is closely related to interactions with deaf and hearing people…

The language effects on repair strategies employed by 7 bilingual deaf children (native signers who also used spoken language) was examined. During two sessions--one conducted in sign language and the other in spoken language--each child described a picture. The examiner stopped the child twice to request clarification. The children's responses to…

The aim of the present study was to advance the knowledge of the linguistic development of students with prelingual profound deafness, especially the acquisition and use of prepositions in Spanish, a lexical category with an important role in verbal comprehension. The researchers sought to learn the level of mastery students with prelingual…

The Gallaudet University Archives contains the world's most comprehensive collection of materials relating to the language, history, and culture of deaf people. Photographs, artifacts, personal correspondence, publications, and institutional records form the core of the repository, but the Archives also contains a Deaf film collection of more than…

The theme of this book cuts across disciplines. Contributors to this volume are specialized in education and especially classroom research as well as in linguistics, most being transdisciplinary themselves. Around 65 sub-Saharan languages figure in this volume as research objects: as means of instruction, in connection with teacher training,…

This report describes the development of two sets of videotapes on early tactile signaling and on interactive signing systems to be used with individuals who are deaf-blind. A tactile signal is defined as a touch cue, tactile gesture, and/or action cue, and these motions help to promote communication for the child who is deaf-blind. The process of…

This paper considers theory and research on identity development in deaf children and concludes that the exclusively oral method of instruction is not conducive to healthy identity development. The importance of interpersonal communication in identity development from the viewpoints of both sociological and psychoanalytical theories of identity is…

This annotated bibliography contains a list of resources addressing the efficacy of Signing Exact English (SEE II). Forty-three entries summarize results of research that overall indicate the success of students with hearing impairments who learn SEE II. (CR)

The paper reviews theories of Lev Vygotsky, founder of the Soviet school of cognitive developmental psychology and an architect of Soviet defectology, the discipline concerned with physically and mentally handicapped children. Three of his basic concepts are explained: (1) "cultural" versus "natural" mental functions; (2)…

The report discusses 12 research projects on hearing impairment undertaken at the Gallaudet Research Institute. The institute focuses on three major categories of research areas: accommodation to hearing loss, prevention of hearing loss, and restoration of hearing. Following a brief description of the functions of the Office of the Vice President…

Described are the background and results of use of a total communication approach (combining speech, speechreading, gestures, formal sign language, fingerspelling, printed word, cursive writing, and reading) with a non-deaf, mentally retarded boy (15-years-old) lacking communication skills. (LS)