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