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Journal of Deaf Studies and Deaf Education最新文献

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Early access to language supports number mapping skills in deaf children. 早期接触语言有助于提高聋哑儿童的数字映射技能。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad045
Kristin Walker, Emily Carrigan, Marie Coppola
{"title":"Early access to language supports number mapping skills in deaf children.","authors":"Kristin Walker, Emily Carrigan, Marie Coppola","doi":"10.1093/deafed/enad045","DOIUrl":"10.1093/deafed/enad045","url":null,"abstract":"<p><p>The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and hearing children and systematically examined the relationship between their language experiences and mapping skills. We asked whether the timing of children's language exposure (early vs. later), the modality of their language (signed vs. spoken), and their rote counting abilities related to mapping performance. We found that language modality did not significantly relate to mapping performance, but timing of language exposure and counting skills did. These findings suggest that early access to language, whether spoken or signed, supports the development of age-typical mapping skills and that knowledge of number words is critical for this development.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Linguistic Intervention Strategies Speech-Language Pathologists Use With Children Using Cochlear Implants. 语言病理学家对使用人工耳蜗的儿童使用的语言干预策略
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-20 DOI: 10.1093/deafed/enad030
Daniela Mieres, Josep-Maria Losilla, Encarna Pérez, Cristina Cambra
{"title":"Linguistic Intervention Strategies Speech-Language Pathologists Use With Children Using Cochlear Implants.","authors":"Daniela Mieres, Josep-Maria Losilla, Encarna Pérez, Cristina Cambra","doi":"10.1093/deafed/enad030","DOIUrl":"10.1093/deafed/enad030","url":null,"abstract":"<p><p>The aim of this study was to explore the strategies that speech-language pathologists (SLPs) use during their linguistic interventions on children with cochlear implants (CIs). The sample comprised 7 SLPs in interactions with 62 children, 31 with CIs and 31 with typical hearing (TH), from 5 to 7 years of age. Two linguistic activities were used: conversation and naming. With children with CIs, the SLPs used 3.8 times more adaptation strategies and 5 times more educational strategies in the conversation activity, and 1.4 times more educational strategies in the naming activity than with children with TH. Communication strategies were significantly more frequent in the conversation activity than in the naming activity while educational strategies were more frequent in the naming activity than in the conversation activity. The auditory age of children with CIs also influenced the use of these two types of strategies, increasing the use of communication strategies by 0.6% and decreasing the use of educational strategies by 1.2% for each month of increase in the auditory age. In order to foster linguistic development, the SLPs used a wide variety of strategies with the children with CIs, adjusting them to the activity and the auditory age.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45537370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sign language delays in deaf 3- to 5-year-olds with deaf parents 父母为聋人的 3 至 5 岁聋儿的手语障碍
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-12 DOI: 10.1093/deafed/enad059
Donna A Morere, Thomas E Allen, Maura Jaeger, Dana Winthrop
{"title":"Sign language delays in deaf 3- to 5-year-olds with deaf parents","authors":"Donna A Morere, Thomas E Allen, Maura Jaeger, Dana Winthrop","doi":"10.1093/deafed/enad059","DOIUrl":"https://doi.org/10.1093/deafed/enad059","url":null,"abstract":"Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3- to 5-year-old children, for whom signing in the home was indicated, using archival data from the online database of the Visual Communication and Sign Language Checklist. Our goals were to (1) examine the incidence of ELDs in a cohort of DOD children; (2) compare alternative scaling strategies for identifying ELD children; (3) explore patterns among behavioral ratings with a view toward developing a greater understanding of the types of language behaviors that may lie at the root of language delays; and (4) suggest recommendations for parents and professionals working with language-delayed DOD children. The results indicated that a significant number of ratings suggested ELDs, with a subset significantly delayed. These children likely require further evaluation. Among the less delayed group, ASL skills, rather than communication or cognition, were seen as the major concern, suggesting that even DOD children may require support developing linguistically accurate ASL. Overall, these findings support the need for early and ongoing evaluation of visual language skills in young DOD children.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sign language usage of deaf or hard of hearing Sri Lankans 斯里兰卡聋人或重听人的手语使用情况
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-11 DOI: 10.1093/deafed/enad055
Leeljanaka S K Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T D T Leslie Dhanapala, K Anoma C Alwis
{"title":"Sign language usage of deaf or hard of hearing Sri Lankans","authors":"Leeljanaka S K Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T D T Leslie Dhanapala, K Anoma C Alwis","doi":"10.1093/deafed/enad055","DOIUrl":"https://doi.org/10.1093/deafed/enad055","url":null,"abstract":"In Sri Lanka, about 300,000 Sinhala speaking people are either deaf or hard of hearing (DHH) and would benefit from a common Sinhala sign language, technological resources such as captioning, and educational and social support. There is no fully developed common sign language for members of the Sinhalese community, a severe shortage of sign language interpreters, and few resources for teachers. This exploratory study was undertaken in all nine provinces of Sri Lanka into the use of sign language, access to education for people with disabilities, and the availability of trained or qualified educators to work with the DHH people. Data were gathered via interviews and focus groups with Special Education Assistant Directors, Principals and Teachers in Deaf Schools, and Teachers of Special Education Deaf Units in mainstream schools. The DHH members of Sri Lankan society are marginalized, under-supported, and require urgent attention to their educational and social needs. This study provides a basis for much needed attention and reform.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138575546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Empowering the d/Deaf multilingual journey: collaborative and family-centric practices 增强聋人/听障人士使用多种语言的能力：以家庭为中心的合作实践
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-12-11 DOI: 10.1093/deafed/enad057
Frances F Courson
{"title":"Empowering the d/Deaf multilingual journey: collaborative and family-centric practices","authors":"Frances F Courson","doi":"10.1093/deafed/enad057","DOIUrl":"https://doi.org/10.1093/deafed/enad057","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to: Emotion recognition and false belief in deaf or hard-of-hearing preschool children. 更正：学龄前聋哑或重听儿童的情绪识别和错误信念。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-10-19 DOI: 10.1093/deafed/enad047
{"title":"Correction to: Emotion recognition and false belief in deaf or hard-of-hearing preschool children.","authors":"","doi":"10.1093/deafed/enad047","DOIUrl":"10.1093/deafed/enad047","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49683583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Correction to: "I Have a Dream and I Wish it Would Come True". 更正为：“我有一个梦想，我希望它能成真”。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-09-18 DOI: 10.1093/deafed/enad020
{"title":"Correction to: \"I Have a Dream and I Wish it Would Come True\".","authors":"","doi":"10.1093/deafed/enad020","DOIUrl":"10.1093/deafed/enad020","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9995575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Breaking Down Communication Breakdowns in Children who are Deaf or Hard of Hearing. 失聪或听力障碍儿童的沟通障碍。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-09-18 DOI: 10.1093/deafed/enad013
Bonita Squires
{"title":"Breaking Down Communication Breakdowns in Children who are Deaf or Hard of Hearing.","authors":"Bonita Squires","doi":"10.1093/deafed/enad013","DOIUrl":"10.1093/deafed/enad013","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9464180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Explicit and Contextualized Math Vocabulary Instruction With Deaf and Hard-of-Hearing Students. 聋生数学词汇显性语境教学。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-09-18 DOI: 10.1093/deafed/enad012
Sasha Pabis, Jennifer Catalano
{"title":"Explicit and Contextualized Math Vocabulary Instruction With Deaf and Hard-of-Hearing Students.","authors":"Sasha Pabis,&nbsp;Jennifer Catalano","doi":"10.1093/deafed/enad012","DOIUrl":"10.1093/deafed/enad012","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9421069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Assessing Lexical and Syntactic Comprehension in Deaf Signing Adults. 评估成人聋人手语的词汇和句法理解。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2023-09-18 DOI: 10.1093/deafed/enad022
Giorgia Zorzi, Valentina Aristodemo, Beatrice Giustolisi, Charlotte Hauser, Caterina Donati, Carlo Cecchetto
{"title":"Assessing Lexical and Syntactic Comprehension in Deaf Signing Adults.","authors":"Giorgia Zorzi,&nbsp;Valentina Aristodemo,&nbsp;Beatrice Giustolisi,&nbsp;Charlotte Hauser,&nbsp;Caterina Donati,&nbsp;Carlo Cecchetto","doi":"10.1093/deafed/enad022","DOIUrl":"10.1093/deafed/enad022","url":null,"abstract":"<p><p>Among the existing sign language assessment tools, only a small number can be used in clinical settings. This contribution aims at presenting three comprehension assessment tests (two lexical and one syntactic) that offer a solid basis to build tools to assess language impairments in deaf signing adults. We provide the material and guidelines, based on psychometric analyses of the items, to make these tests suitable for clinical assessment. They are available for French Sign Language and Italian Sign Language. So far, the three tests were administered to three groups of deaf participants based on age of exposure (AoE) to sign language: native (AoE from birth), early (AoE = from 1 to 5 years), and late (AoE = from 6 to 15 years) signers. The results showed that the three tests are easy for the typical deaf signing population, and therefore, they can be adapted into tests that assess a deaf signing population with language impairments. Moreover, the results of the syntactic test reveal a categorial difference between native and non-native signers and therefore show the need for baselines that mirror the effect of AoE to sign language when assessing language competence, in particular in clinical assessment.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10516465/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9900588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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