ASL Developmental Trends among Deaf Children, Ages Birth to Five

Autor/inn/en	Hernandez, Brianna; Allen, Thomas E.; Morere, Donna A.
Titel	ASL Developmental Trends among Deaf Children, Ages Birth to Five
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 1, S.7-20 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allen, Thomas E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac036
Schlagwörter	American Sign Language; Deafness; Young Children; Language Acquisition; Developmental Stages; Individual Differences + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Frühe Kindheit; Sprachaneignung; Spracherwerb; Individueller Unterschied
Abstract	Language development is an important facet of early life. Deaf children may have exposure to various languages and communication modalities, including spoken and visual. Previous research has documented the rate of growth of English skills among young deaf children, but no studies have investigated the rate of ASL acquisition. The current paper examines young deaf children's acquisition of ASL skills, the rate of growth over time, and factors impacting levels and growth rates. Seventy-three children ages birth to 5 were rated three times using the Visual Communication and Sign Language Checklist and given a scaled score at each rating. An average monthly gain score was calculated for each participant. The presence of a deaf parent, use of ASL at home, use of cochlear implant(s), whether the child was born deaf, and age of initial diagnosis were analyzed for their impact on the level of ASL skill and rate of growth. Results indicated that the use of ASL in the home has a significant positive effect on deaf children's ASL skill level. Additionally, children with lower initial ratings showed higher rates of growth than those with higher initial ratings, especially among school-aged children. The paper discusses implications and directions for future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01