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| Autor/inn/en | Dromi, Esther; und weitere |
|---|---|
| Titel | Characteristics of Pre-Linguistic Communication in Deaf Children. |
| Quelle | (1996), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Body Language; Cognitive Development; Communication Skills; Deafness; Developmental Stages; Foreign Countries; Hearing Impairments; Hebrew; Infants; Language Acquisition; Nonverbal Communication; Sign Language; Toddlers; Young Children; Israel |
| Abstract | This study examined the prelinguistic communicative behaviors of 48 young Israeli children with hearing impairments (ages 8 months to 49 months). Most subjects were severely hearing impaired. Ninety percent were born to hearing parents. A parent questionnaire utilizing a direct observation methodology in six situational contexts was selected, translated into Hebrew, and modified to be in accord with Israeli culture and with early characteristics of the language of the deaf. The revised version included information on the use of signs as well as gestures and speech. The study found two groupings of related communicative behaviors: pointing, independent behaviors, and collaboration with an adult; and vocalizations and words. Results suggested that the theoretical model of early communicative development in hearing infants, which finds a qualitative difference between early noncommunicative behaviors and later intentional communicative behaviors, was not directly applicable to these hearing-impaired children. In contrast to findings with hearing children and deaf children of deaf parents, pointing and gestures were not closely related to more developed prelinguistic skills in these children. Findings suggest that pointing reflects the strong need of hearing-impaired children to establish communication prior to development of more advanced communication skills, and that gestures are associated with the overall cognitive representational abilities of the children. (Contains 14 references.) (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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