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1.
Rodríguez Ortiz IR 《Journal of deaf studies and deaf education》2008,13(3):378-390
This study aims to answer the question, how much of Spanish Sign Language interpreting deaf individuals really understand. Study sampling included 36 deaf people (deafness ranging from severe to profound; variety depending on the age at which they learned sign language) and 36 hearing people who had good knowledge of sign language (most were interpreters). Sign language comprehension was assessed using passages of secondary level. After being exposed to the passages, the participants had to tell what they had understood about them, answer a set of related questions, and offer a title for the passage. Sign language comprehension by deaf participants was quite acceptable but not as good as that by hearing signers who, unlike deaf participants, were not only late learners of sign language as a second language but had also learned it through formal training. 相似文献
2.
Miller PF 《American annals of the deaf》2000,145(5):436-451
The experimenter investigated the effect of semantic clues on the reading comprehension of deaf and hearing Israeli children. Two groups of students with prelingual deafness, and a hearing control group, were asked to read syntactically simple and syntactically relative sentences of varying semantic plausibility. Sixteen of the participants who were deaf (mean grade 6.9) had been trained orally, using spoken language as their principal means of communication at home and at school. Another 16 students with deafness (mean grade 6.9), all of them children of deaf parents, had acquired sign language as their primary language. The mean grade of the hearing control group was 6.5. The results suggest that, in contrast to the case with hearing individuals, reading comprehension in individuals with prelingually acquired deafness, regardless of communication background, is predominantly determined by the semantic processing of content words, with only minor attention given to the processing of the syntactic structure of the text. 相似文献
3.
Carolyn Morrison Thomastine Sarchet Carol M. Convertino Georgianna Borgna Richard Dirmyer 《欧洲特需教育杂志》2013,28(1):78-90
This study explored deaf and hearing university students’ metacognitive awareness with regard to comprehension difficulties during reading and classroom instruction. Utilising the Reading Awareness Inventory (Milholic, V. 1994. An inventory to pique students’ metacognitive awareness of reading strategies. Journal of Reading 38: 84–6), parallel inventories were created to tap metacognitive awareness during comprehension of sign language (deaf students) and spoken language (hearing students). Overall, both deaf and hearing students appeared to have greater metacognitive awareness of ongoing comprehension and repair strategies during reading than during instruction in the classroom, but deaf students scored lower than hearing students in both modalities. Deaf students were no more likely than hearing students to report adopting inappropriate strategies, but both groups indicated they were more likely to do so in classroom contexts than during reading. 相似文献
4.
Fernando Cuetos Asunción Monsalve Alejandro Pinto Javier Rodríguez-Ferreiro 《Reading and writing》2004,17(3):227-240
Studies conducted in recent years on oral andwritten language production show that the ageat which words are learned is the main variablethat influences lexical access in both hearingpeople and people who have suffered brainlesions. No studies have been done with deafpeople and, since they use sign language inaddition to oral language, differencesregarding hearing people might be found intheir lexical organization. The aim of thisstudy was to test which variables determine thelexical production of deaf people. For thispurpose, 40 deaf people between the ages of 13and 58 years were asked to write individuallythe names of 100 pictures. The regressionanalyses performed on a total of 4000 responsesshow that the main predictor variable ofperformance was also age of acquisition. It isconcluded that the organization of the lexicalsystem in deaf people is similar to that of hearing people, although the phonologicalrepresentations of deaf people may be moreinaccurate. 相似文献
5.
Strategy usage among deaf and hearing readers 总被引：1，自引：0，他引：1
High school youths who were prelingually and profoundly deaf, hearing elementary-school-age youths, and hearing reading-disabled high school youths read expository texts and filled in deleted words and phrases. After making word replacements, they explained their decisions in sign or verbally. As expected, the hearing youths had an easier time filling in the deleted portions and explaining what strategies they were using. While the deaf youths reported using similar strategies as the hearing youths, the frequency of each type of strategy differed. Deaf readers more often relied on rereading and background knowledge, while the hearing readers made greater use of context clues. The results suggest that instruction for deaf readers should include more effective comprehension strategies. 相似文献
6.
Written texts produced by 10 Italian deaf native signers in four different writing tasks were analyzed. Data analysis focused on linguistic and orthographic nonstandard forms. The written production of deaf subjects with deaf parents (DD) was compared to the written production in two control groups: a group of 10 hearing subjects with deaf parents (HD) and a group of 10 subjects who have had no contact with deaf people or sign language (HH). The results duplicate findings from previous studies. Deaf subjects display a pattern of selective difficulty with Italian grammatical morphology, especially with free-standing function words. The four different writing tasks used in the present study yield results indicating that text type does influence our assessment of deaf writing abilities. A comparison of the texts written by deaf native signers with those of two hearing groups confirms the view that difficulties in the acquisition of written Italian are best explained by deafness itself, not by the influence of a previously acquired Sign Language, and that the specific difficulties with grammatical morphology displayed by our deaf subjects cannot be attributed solely to their limited experience with written Italian. 相似文献
7.
The authors examined the effects of captions on deaf students' content comprehension, cognitive load, and motivation in online learning. The participants in the study were 62 deaf adult students who had limited reading comprehension skills and used sign language as a first language. Participants were randomly assigned to either the control group or the experimental group. The independent variable was the presence of captions, and the dependent variables were content comprehension, cognitive load, and motivation. The study applied a posttest-only control group design. The results of the experiment indicated a significant difference (t = -2.16, p < .05) in content comprehension but no statistically significant difference in cognitive load and motivation between the two groups. These results led to suggestions for improvements in learning materials for deaf individuals. 相似文献
8.
This article presents a study that examined the impact of visual communication on the quality of the early interaction between deaf and hearing mothers and fathers and their deaf children aged between 18 and 24 months. Three communication mode groups of parent-deaf child dyads that differed by the use of signing and visual-tactile communication strategies were involved: (a) hearing parents communicating with their deaf child in an auditory/oral way, (b) hearing parents using total communication, and (c) deaf parents using sign language. Based on Loots and colleagues' intersubjective developmental theory, parent-deaf child interaction was analyzed according to the occurrence of intersubjectivity during free play with a standard set of toys. The data analyses indicated that the use of sign language in a sequential visual way of communication enabled the deaf parents to involve their 18- to 24-month-old deaf infants in symbolic intersubjectivity, whereas hearing parents who hold on to oral-only communication were excluded from involvement in symbolic intersubjectivity with their deaf infants. Hearing parents using total communication were more similar to deaf parents, but they still differed from deaf parents in exchanging and sharing symbolic and linguistic meaning with their deaf child. 相似文献
9.
聋人和听力正常人语言理解和生成的实验研究 总被引：9，自引：2，他引：7
本实验对聋人和听力正常人在语言理解和生成上的差异进行了比较。结果显示聋人虽然在书面语的输入输出条件下语言理解和生成的能力显著落后于听力正常人 ,但其在手语的输入、输出条件下语言理解和生成的能力与正常人的口语相比无显著差异 ,甚至在以形象思维为主的几项指标上成绩还略高于听力正常人。另外 ,本文在实验的基础上支持了聋校双语教学的主张 ,提倡使聋人在聋文化和听文化中成为自由生活的双语平衡者 相似文献
10.
This investigation examined approaches to studyingamong deaf students taking courses by distance learning whopreferred to communicate using either sign language or spokenlanguage. In comparison with hearing students, the deaf studentsobtained higher scores on comprehension learning, surfaceapproach, improvidence and fear of failure. Whilst they obtainedhigher scores on reproducing orientation, their qualitativeresponses indicated that this was not because they had beendriven to use rote memorisation. In addition, the deaf studentsseemed just as capable as the hearing students of adopting ameaning orientation. In the specific context of distanceeducation, there were no differences in approaches to studyingrelated to the students' preferred mode of communication.However, communicating by sign language rather than speech haddifferent practical consequences for the students' effectiveworkload. 相似文献
11.
This study investigated whether deafness contributes to enhancement of visual spatial cognition independent of knowledge of a sign language. Congenitally deaf school children in India who were born to hearing parents and were not exposed to any sign language, and matched hearing controls, were given a test of digit span and five tests that measured visual spatial skills. The deaf group showed shorter digit span than the hearing group, consistent with previous studies. Deaf and hearing children did not differ in their performance on the visual spatial skills test, suggesting that deafness per se may not be a sufficient factor for enhancement of visual spatial cognition. Early exposure to a sign language and fluent sign skills may be the critical factors that lead to differential development of visual spatial skills in deaf people. 相似文献
12.
The Association between Language and Symbolic Play at Two Years: Evidence from Deaf Toddlers 总被引：2，自引：0，他引：2
Patricia Elizabeth Spencer 《Child development》1996,67(3):867-876
The association between expressive language and symbolic play was investigated in 3 groups of 2-year-olds: deaf children with hearing parents (dH), deaf children with deaf parents (dD), and hearing children with hearing parents (hH). (Each group included 6 girls and 4 boys.) 3 language-level groups were defined. The highest group was well into the vocabulary "explosion" and frequently produced multiword/sign utterances; a middle group was beginning the period of vocabulary expansion and occasionally produced utterances of more than 1 word/sign; a third group produced single word/sign utterances only, and had a limited vocabulary. Hearing status was associated with duration of symbolic play (deaf > hearing). Higher language levels were associated with more canonically sequenced and preplanned play, even when language delays were due to exogenous factors. 相似文献
13.
Miller P 《American annals of the deaf》2005,150(3):305-323
Three groups of students--19 hard of hearing, 20 deaf, and a control group of 36 typically developing hearing readers--were compared on their ability to process written words at the lexical level and on their comprehension of words within the structure of a sentence. Findings generally suggested that severe prelingual hearing loss does not prevent the development of word processing strategies adequate for efficient processing of written words at the lexical level, although such hearing loss seems to put individuals at risk of failure in internalizing syntactic knowledge crucial for proper processing of words at the sentence level. Evidence further indicated that neither the amount of functional hearing (deaf vs. hard of hearing), the hearing status of their parents (hearing impaired vs. hearing), nor the use of sign language as a primary communication mode was a direct cause in this regard. 相似文献
14.
和健听儿童相比 ,听觉障碍儿童的认知发展水平要低 ,主要表现为抽象逻辑思维水平低。造成这一结果的主要原因通常被认为是语言的发展不良。我国聋教育主要是以口语教学为主。但是 ,单纯的发展口语是不是最适合听力障碍儿童的认知发展 ?听力障碍儿童使用手语对他们认知发展有何影响 ?本文试从理论剖析和现实中的事例来说明 :对那些不能通过听觉通道来获得口语的听力障碍儿童来说 ,手语的使用在他们的认知发展中有积极的作用 相似文献
15.
This article reports on a longitudinal study of reading progress in a group of five-year-old deaf children and a group of hearing controls. All children were prereaders at the beginning of the study and the IQ of the two groups were matched. The deaf children varied considerably on a number of measures, including implicit phonological awareness, oral ability, and familiarity with British Sign Language and fingerspelling. Overall, the deaf children made significantly less reading progress than their hearing peers over the first year of schooling, and they also scored significantly lower on the test of rime and onset awareness. However, considerable variation in the reading progress of the deaf children was positively correlated with oral skills, rime/onset awareness, and language comprehension. Language comprehension, itself, was positively correlated with signing and fingerspelling. The deaf children were assessed again one year later, when learning to read continued to be very delayed, and the pattern of correlation was essentially the same. The implications of these findings for the education of deaf children are discussed. 相似文献
16.
由婧涵 《乐山师范学院学报》2014,(1):138-140
自然手语和文法手语是聋人间及聋人与听人间交流的两种普遍方式。自从1960年美国语言学权威史多基博士得出了手语是一门语言学意义上的语言的结论后,手语便作为语言来研究。文章从两者的适用范围差异、特点上的差异、语法的差异这三方面进行论述,在语法的差异上,例举实例,便于直观地体会二者在语法上的差异。 相似文献
17.
This article studies teams of service providers in education and psychiatric services, in which a substantial number of both deaf and hearing people work together as colleagues. It focuses specifically on the challenges involved in cooperatively creating a signing work environment. Using a methodology that draws on the principles of ethnography, it identifies and explores the meaning constructions associated with signing at work, from deaf and hearing perspectives. Data were collected through interviews in three organizations all in the United Kingdom: two specialist psychiatric units for deaf adults and a school for deaf children. Forty-one informants participated (20 deaf, 21 hearing). Results show that from a deaf perspective, hearing people's use of sign language in their presence at work is closely associated with demonstrating personal respect, value, and confidence, and hearing colleagues' willingness to sign is more significant than their fluency. From a hearing perspective, results demonstrate that sign language use at work is closely associated with change, pressure, and the questioning of professional competence. The challenges involved in improving deaf/hearing relations are perceived from a deaf perspective as largely person-centered, and from a hearing perspective as primarily language-centered. The significance of organizational factors such as imbalances in power and status between deaf and hearing colleagues is explored in relation to the findings. 相似文献
18.
In the few studies that have been conducted, researchers have typically found that deaf adolescents have more mental health difficulties than their hearing peers and that, within the deaf groups, those who use spoken language have better mental health functioning than those who use sign language. This study investigated the hypotheses that mental health functioning in adolescence is related to an early and consistent mode match between mother and child rather than to the child's use of speech or sign itself. Using a large existing 15-year longitudinal database on children and adolescents with severe and profound deafness, 57 adolescents of hearing parents were identified for whom data on language experience (the child's and the mother's) and mental health functioning (from a culturally and linguistically adapted form of the Achenbach Youth Self Report) was available. Three groups were identified: auditory/oral (A/O), sign match (SM), and sign mismatch (SMM). As hypothesized, no significant difference in mental health functioning was found between the A/O and SM groups, but a significant difference was found favoring a combined A/O and SM group over the SMM group. These results support the notion of the importance of an early and consistent mode match between deaf children and hearing mothers, regardless of communication modality. 相似文献
19.
Deaf individuals usually face more challenges in reading and writing, because they are often deprived of adequate spoken input from their infancy. Research on the language features of deaf individuals’ writing is abundant. However, their language structures have as yet been unexplored. In order to address this subject, this article uses the holistic approach of complex network theory. This study builds three syntactic dependency networks, the intent being to capture the macroscopic linguistic features in writing of deaf individuals. Three networks are constructed: one is created from a treebank of texts produced by deaf individuals, and the other two are created from two treebanks of spoken and written language samples produced by hearing people. A dependency‐based theory of syntax is used. The results indicate that the language system of individuals with deafness is structurally similar to that of hearing people, especially to that of their spoken language, but individuals with deafness tend to have lower language proficiency in both syntactic and lexical aspects. The rigid use of function words and less diversity of vocabulary might be part of the reason for the observed differences. 相似文献
20.
In order to become expert readers of an alphabetical language like French, students must develop and adequately use phonological knowledge. Considering that the phonological knowledge used in reading largely comes from knowledge of the oral language, what happens when the oral language is not accessible, as is the case for many deaf children? In this study, graphophonemic and syllabic processes in pseudoword reading were assessed with a similarity judgment task. Gestual deaf subjects aged 10–18 years old (N = 24) were compared to 24 age-matched hearing subjects. The results show that deaf readers are less sensitive to the graphemic and the syllabic structures of pseudo-words than hearing readers. In deaf subjects, the results are different than chance-level in the 13–15 and the 16–18-year-old groups. These results indicate that gestual deaf readers can develop phonological knowledge even in settings where sign language is promoted. 相似文献