The influence of signs on spoken word learning by deaf and hard-of-hearing children
New York, NY : Oxford University Press
InKnoors, H.; Marschark, M. (ed.), Evidence-based practices in deaf education, pp. 149-169
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Knoors, H.; Marschark, M. (ed.), Evidence-based practices in deaf education
SubjectLearning and Plasticity
This chapter focuses on factors that support word learning for both hearing and hard-of-hearing (DHH) children. Vocabulary development is first discussed in hearing children and then DHH children. The chapter suggests several interventions for improving DHH children's language skills and reviews studies on the efficacy of sign-supported speech for word learning. Sign-supported speech is frequently used in schools for the deaf in the Netherlands. Professionals working with DHH children indicate that this helps the children to better understand the spoken message; however, it is unclear whether this mode of communication aids spoken word learning. Implications for educational practice and future directions are discussed.
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