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29 de abr. de 2019 · This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems ...
- Jessica A. Scott, Hannah M. Dostal
- 2019
30 de jul. de 2012 · In this article, we review existing literature on deaf and hard-of-hearing (DHH) children's patterns and trajectories of language as well as development of theory of mind and literacy.
This resource focuses on language and communication considerations for children ages birth–18 years who are either born deaf or hard of hearing or acquire hearing loss later in childhood, following initial comprehensive audiologic assessment and identification.
The research evidence highlights three key areas in which environmental factors play a particularly important part in supporting and shaping deaf children’s early communication, language and broader cognitive and psychosocial development.
- 234KB
- 19
12 de jan. de 2023 · Whether the shared language is spoken, signed, monolingual or bi/multilingual, a critical factor influencing children’s language development is the quality of parent-child interactions and the parents’ level of sensitivity to their child’s communication.
4 de nov. de 2022 · An overview of pragmatic development. Children learn about language through participating in dialogue and bring to bear ever more sophisticated inferencing skills as their knowledge of communicative tools and linguistic forms expands.
1 de dez. de 2015 · Abstract. One essential characteristic of effective (signed or spoken) language acquisition is that it helps young children interact with and open up to the world. By doing so, they come to recognize and understand both the world and themselves.
