This annotated bibliography of approximately 270 items is intended for public librarians and lists the more recent (last 10 years) or more important written works and other resources in the field of deafness. Listings are grouped into the following categories: communication; culture/heritage; deafness--general works; education; employment;…

The distinction between core and peripheral grammar made in government-binding theory sheds light on some questions concerning the acquisition of the inflectional morphology of different languages. The schedule for acquisition of the inflectional system may be determined not by the learning of particular affixes but by whether inflection is a core…

The booklet, in questionnaire form, is designed to stimulate thinking and dialogue regarding attitudes toward and knowledge of disability. Fourteen questions address responses to situations dealing with people who have physical disabilities, blindness, speech impediments, mental illness, and deafness. Answers are provided for each of the questions…

To develop a theoretical model of the reading process of the deaf, a study was devised that tested the viability of the Goodman reading model applied to sign language and evaluated a variety of comprehension-assessing techniques to identify those that provide the most information about a deaf reader's comprehension. For the study, four deaf…

This paper discusses problems and offers suggestions related to mainstreaming hearing impaired students into composition classes. The minimum language proficiency necessary to mainstream a student is described first, followed by the recommended procedure to actually move a hearing impaired student into a regular composition classroom. Listed among…

A study was conducted of the language development of a hearing child whose mother was deaf and communicated only in sign and whose father was hearing and communicated in both sign and oral language. Results showed similarities in development between the two modalities as well as similarity between development in two separate modalities and two…

Investigated was the relative effectiveness of sign language and verbal language training in teaching 12 nonverbal hearing retarded children (4-9 years old) to communicate. Ss were randomly assigned to one of three groups: speech training (based on the Bricker, Dennison, Watson, and Vincent-Smith program), sign language training (adapted from the…

The major goals of this communication textbook for hearing impaired students are to illustrate that public speaking is an activity for hearing impaired persons, to discuss public speaking techniques unique to hearing impaired communicators, and to facilitate comprehension of content by special learning devices. Separate chapters deal with public…

Presented are the proceedings from a 1973 national conference on the development of service programs for and with deaf people. Opening papers include an introduction to the use of American Sign Language in community programs, a deaf woman's view of her world, and guidelines for the family physician in diagnosing and treating the deaf. In the next…

The research project on sign language in progress at the University of Stockholm is intended to: (1) give an account of the structure of sign language, (2) make a structural comparison between Swedish and sign language, and (3) utilize insight gained through the analysis of sign language in the development of teaching materials. The project is…

Twenty-one nonverbal autistic children, 4- to 9-years-old, with language ages of 4- to 24-months, participated in the communication learning program from 1 to 3 years. Simultaneous verbal and manual signs were chosen as the communications mode. The children initially displayed infrequent, unrecognizable vocalizations (Screeches, or vocal…

The article gives an example of how, even though an individual's capacity to use or to learn a spoken language may be significantly impaired by brain damage, the ability to acquire a non-oral language system may remain intact. (Author/NCR)

Describes an experiment comparing communication accuracy within and between various sign languages from different countries. Longer communications were generally more successful than shorter ones. Deaf signers understand their own sign language better than they do foreign sign languages. (Author/LMO)

A young child's acquisition of language and language-related skills in two modalities is discussed. The hearing daughter of a deaf father and of a hearing mother showed accelerated language development in both sign and speech. Reading readiness tests administered at 27 and 32 months revealed advanced development for her age. (Author/LMO)

The pilot six-week program helped five deaf-blind adults develop techniques for increased community participation including coping and problem solving, in-hand American Sign Language interpreting, Braille, Braille writers, tactilely marked appliances, mobility, and group sharing. (DB)