Journal ArticleDOI
Simultaneous Communication in the Classroom: What Do Deaf Children Learn?
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TLDR
This article examined whether deaf students' written English reflects their teachers' use of English sign markers in simultaneous communication and found that deaf students did not recognize the signed-and-spoken communication as English and learn to speak, sign, and write English.Abstract:
Recent researchers have investigated the nature of the simultaneous communication used by teachers of the deaf and by deaf children. One assumption behind the use of signed codes for English (i.e. Manual English) is that deaf students will recognize the signed-and-spoken communication as English and learn to speak, sign, and write English. This paper examines whether deaf students’ written English reflects their teachers’ use of English sign markers in simultaneous communication. The study required seven high school deaf students to write stories that had been presented to them in simultaneous communication. The students’ output and the teachers’ input were not identical but differed in ways consistent with principles familiar from studies of imitation in children and from semantic memory research.read more
Citations
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Journal ArticleDOI
Simultaneous communication: are teachers attempting an impossible task?
TL;DR: It was concluded that the model of English presented by teachers using SC is neither consistent nor complete enough to permit a young learner to acquire the rules of the language successfully.
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Simultaneous Communication: The State of the Art & Proposals for Change
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Developing Written Literacy in Deaf Children Through Analyzing Sign Language
TL;DR: No significant differences between the experimental and control groups were found on the pre-test measures, but the post-test scores for the experimental group were significantly higher than those of the control group.
Journal ArticleDOI
Language Codes and Sense-Making among Deaf Schoolchildren
Madeline M. Maxwell,Jeanne Doyle +1 more
TL;DR: Investigating deaf children's language by comparing it to standard English or ASL overlooks the rich strategies of mixing that are central to their communication experience, which uniquely adapts linguistic resources to communication needs.
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Cohesion & Quality In Deaf & Hearing Children's Written English
TL;DR: In this article, deaf and hearing children at two grade levels (fourth and eighth) provided written texts for an analysis of text structure and quality, and deaf writers used as many cohesive devices as hearing writers but not as many different lexical items per device.
References
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Journal ArticleDOI
Toward a model of text comprehension and production.
Walter Kintsch,Teun A. van Dijk +1 more
TL;DR: The semantic structure of texts can be described both at the local microlevel and at a more global macrolevel, and a model for text comprehension based on this notion accounts for the formation of a coherent semantic text base in terms of a cyclical process constrained by limitations of working memory.