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The impact of American Sign Language on Receptive and Expres
Transcript of The impact of American Sign Language on Receptive and Expres
Hearing Aid Simulation
Cochlear Implant Simulation
Language Development for Hearing
2 - 3 years old
American Sign Language/English Bilingualism
Demonstration with earplugs
-mild, conductive hearing loss; average of a 32 dB hearing loss
Only 3 to 8 percent of deaf children have parents who are deaf (Rawlings & Jensema, 1977).
Problems with Exposure to ASL
American Sign Language (ASL)
receptive and expressive English language development in deaf children.
ASL is a natural language for deaf children.
Exposing a deaf child to ASL as their first language gives them a language basis to build upon for later English language development.
0 - 8 months old
Importance of a Language Basis
How age of language acquisition affects language development.
Effectiveness of AVT
Fairgray, Purdy & Smart (2010)
Study conducted to see if children with profound, bilateral, sensorineural hearing loss would benefit from AVT.
ASL & Receptive Language Skills
Strong & Prinz (1997)
Studied relationship between ASL and English Literacy
Sign Language & Receptive Language Skills
Hermans, Knoors, Ormel & Verhoeven (2008)
Dutch study researching the relationship between proficiency in Sign Language of the Netherlands (SLN) and reading.
Sign Language & Expressive Language Skills
Van Beijsterveldt & Van Hell (2009)
Dutch study evaluating the relationship between SLN proficiency and children's written narratives
Language therapies do not have to follow a fixed set of guidelines.
Therapy can be adjusted based on the child's language needs, personality, and hearing loss.
'One-size fits all' approach is not recommended (Fairgray, Purdy & Smart, 2010).
Does not support the use of sign language, gestures, and speech reading (lip reading). Sign language is thought to impede language development because of grammatical differences between ASL and English.
therapy plan to develop spoken language through listening.
Ultimate goal is to assimilate child into a mainstream school.
structured therapy activities
Language is first developed through fluency of ASL.
English as a second language is introduced and taught through....
English-based sign systems
Opposes auditory-verbal therapy perspective of sign language hindering language development.
North Carolina School For the Deaf
Therapy Observations & Reflections
Day School & Residential School
Elementary, Middle & High School
Instrumental Enrichment (I.E.) group therapy
Individual speech and language therapy sessions
Dot Activity (I.E.)
Research Study Proposal
In the Future...
4 groups of participants based on age of language acquisition. 3 groups had ASL as L1, 1 group had ASL as L2
postinlingually deaf (ASL as L2)
Sentence recall task - language processing
Digit recall task - short-term memory
Native signers outperformed all groups
Late L2 learners outperformed late L1 learners
Sign language is an important language basis for language development in deaf children.
Weekly speech therapy for 20 weeks.
Assessed with standardized language assessments pre-therapy and post-therapy
Results showed that some children benefited from AVT, but other children did not demonstrate significant growth between their pre-therapy and post-therapy sessions.
South Africa Inspiration: De La Bat School for the Deaf
Tumutumu School for the Deaf
Participants: 160 deaf children; 8-15 years old
Assessments for ASL proficiency and English proficiency
Narrative assessment in both ASL and written English
Woodcock-Johnson Psychoeducational Test Battery (WJ-R) for English literacy
Test of Written Language (TOWL) for English literacy
-Participants in the higher two levels of ASL proficiency outperformed the participants in the lowest ASL proficiency in English Literacy.
-Native signers outperformed non-native signers
-Approximately 80; 40 per group
-Kindergarten school-aged, 4-5 years old
-significant or profound hearing loss
-Generally in the child's school. Some assessments may take place at Gallaudet University's Hearing and Speech Center if needed.
-Pre-School Language Scales 5th Ed. (PLS-5)
-Spontaneous language sample
-Participants will be assessed 3 times over the span of a year (every 4 months).
-Evaluate the impact of sign language on receptive and expressive English language skills in deaf children.
-Evaluate language skills at a young age.
-Compare receptive and expressive language skills of deaf children who are proficient in ASL to children who have had no exposure to ASL (e.g. ASL/English Bilingualism vs. AVT).
-Deaf children proficient in American Sign Language will demonstrate stronger receptive and expressive language skills than deaf children who have had no exposure to ASL.
-From 5 different bilingual schools
-87 children between 8 and 12 years old
-Taaltest Alle Kinderen (TAK-R)
-Written story comprehension test
-SLN proficiency assessment
-Greater SLN vocabularies correlated with greater written Dutch vocabularies and greater story comprehension in both SLN and written Dutch.
-26 deaf children between 11 and 12 years old
-Groups compared: low SLN proficiency, high SLN proficiency, and hearing
-Sign Language fluency test
-High SLN proficiency group had most grammatical errors, but had the most evaluative devices
-Meaning that sign language is typically absent from a deaf child's environment.
for a meeting with my
Sally. She told me that if I did not stop
running my mouth
that she would
with my husband. I did not have time for this
run some copies
, but my nose started
to the car, I tripped and caused a
run in my stocking
ASL Language Development
0 - 3 years old
Late exposure to language creates a continuation of language issues.
-Majority of deaf students only read at a 4th grade reading level upon graduating high school (Allen, 1994).