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Language Development in Children Who Are Deaf: A Research Synthesis.

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Bibliographic Details
Title: Language Development in Children Who Are Deaf: A Research Synthesis.
Language: English
Authors: Marschark, Marc, National Association of State Directors of Special Education, Alexandria, VA.
Availability: National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Tel: 703-519-7008 (TDD); Fax: 703-519-3808; e-mail: carla@nasdse.org; Web site: http://www.nasdse.org.
Peer Reviewed: N
Page Count: 72
Publication Date: 2001
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
Contract Number: H159K70002
Document Type: Information Analyses
Descriptors: Cochlear Implants, Cued Speech, Deafness, Early Intervention, Elementary Secondary Education, Language Acquisition, Parent Child Relationship, Preschool Education, Sign Language
Geographic Terms: U.S.; Virginia
Abstract: This document is designed to provide educators with an objective synthesis of the current research on language development in children who are deaf. The materials reviewed were primarily peer-reviewed articles published in the last 10 years. Only references that focus primarily on deafness were included; however, some studies also involved children who are considered to be hard of hearing. Findings from the review indicate: (1) language development depends on frequent, consistent, and accessible communication, regardless of whether it is through signed or spoken language; (2) most children who are deaf not only start learning language later than their peers, but are confronted with less consistent language models when they do start; (3) children who are deaf who learn sign language as preschoolers show better academic achievement and social adjustment during the school years; (4) programs that combine sign language and spoken English may be more effective than programs that use either spoken or sign language alone; (5) cochlear implants improve speech perception, vocabulary growth, and receptive and expressive communication skills; and (6) administrators and policymakers can have a more positive impact on the language development of children with deafness by supporting early intervention. (Contains approximately 180 references.) (CR)
Journal Code: RIEJAN2002
Entry Date: 2002
Accession Number: ED455620
Database: ERIC
Description
Abstract:This document is designed to provide educators with an objective synthesis of the current research on language development in children who are deaf. The materials reviewed were primarily peer-reviewed articles published in the last 10 years. Only references that focus primarily on deafness were included; however, some studies also involved children who are considered to be hard of hearing. Findings from the review indicate: (1) language development depends on frequent, consistent, and accessible communication, regardless of whether it is through signed or spoken language; (2) most children who are deaf not only start learning language later than their peers, but are confronted with less consistent language models when they do start; (3) children who are deaf who learn sign language as preschoolers show better academic achievement and social adjustment during the school years; (4) programs that combine sign language and spoken English may be more effective than programs that use either spoken or sign language alone; (5) cochlear implants improve speech perception, vocabulary growth, and receptive and expressive communication skills; and (6) administrators and policymakers can have a more positive impact on the language development of children with deafness by supporting early intervention. (Contains approximately 180 references.) (CR)