Amy M. Lieberman

Reading Achievement in Relation to Phonological Coding and Awareness in Deaf Readers: A Meta-analysis

The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found statistically significant evidence for PCA skills and half did not. A subset of 25 studies also tested reading proficiency and showed a wide range of effect sizes. Overall PCA skills predicted 11% of the variance in reading proficiency in the deaf participants. Other possible modulating factors, such as task type and reading grade level, did not explain the remaining variance. In 7 studies where it was measured, language ability predicted 35% of the variance in reading proficiency. These meta-analytic results indicate that PCA skills are a low to moderate predictor of reading achievement in deaf individuals and that other factors, most notably language ability, have a greater influence on reading development, as has been found to be the case in the hearing population.

Phonology and Reading: A Response to Wang, Trezek, Luckner, and Paul

Four critical responses to an article, “The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing” (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the “necessary” condition of phonological awareness for the development of reading skills among deaf readers. Research findings (not cited by Wang and colleagues) are pointed out that reveal weak correlations between phonemic awareness and reading comprehension, and stronger correlations between other variables such as overall language skill and early exposure to a visual language.

The initial stages of first­language acquisition begun in adolescence: when late looks early

Children typically acquire their native language naturally and spontaneously at a very young age. The emergence of early grammar can be predicted from childrens vocabulary size and composition (Bates et al. , 1994 ; Bates, Bretherton & Snyder, 1998 ; Bates & Goodman, 1997 ). One central question in language research is understanding what causes the changes in early language acquisition. Some researchers argue that the qualitative and quantitative shifts in word learning simply reflect the changing character of the childs cognitive maturity (for example, Gentner, 1982 ), while others argue that the trajectory of early language acquisition is driven by the childs growing familiarity with the language (Gillette, Gleitman, Gleitman & Lederer, 1999 ; Snedeker & Gleitman, 2004 ). These hypotheses are difficult to adjudicate because language acquisition in virtually all hearing children begins from birth and occurs simultaneously with cognitive development and brain maturation. The acquisition of sign languages, in contrast, is frequently delayed until older ages. In the USA, over 90% of deaf children are born to hearing parents who do not use sign language (Schein, 1989 ). As a result, deaf children are often exposed to sign language as a first language at a range of ages well beyond infancy (Mayberry, 2007 ). In rare cases, some deaf individuals are isolated from all linguistic input until adolescence when they start receiving special services and begin to learn sign language through immersion (Morford, 2003 ). Case studies of language acquisition in such extreme late first-language (L1) learners provide a unique opportunity to investigate first-language learning. The current study investigates three cases of young teens who are in the early stages of acquiring American Sign Language (ASL) as a first language, to determine what first-language acquisition in adolescence looks like.

Learning to Look for Language: Development of Joint Attention in Young Deaf Children.

Joint attention between hearing children and their caregivers is typically achieved when the adult provides spoken, auditory linguistic input that relates to the childs current visual focus of attention. Deaf children interacting through sign language must learn to continually switch visual attention between people and objects in order to achieve the classic joint attention characteristic of young hearing children. The current study investigated the mechanisms used by sign language dyads to achieve joint attention within a single modality. Four deaf children, ages 1;9 to 3;7, were observed during naturalistic interactions with their deaf mothers. The children engaged in frequent and meaningful gaze shifts, and were highly sensitive to a range of maternal cues. Childrens control of gaze in this sample was largely developed by age two. The gaze patterns observed in deaf children were not observed in a control group of hearing children, indicating that modality-specific patterns of joint attention behaviors emerge when the language of parent-infant interaction occurs in the visual mode.

Real-Time Processing of ASL Signs: Delayed First Language Acquisition Affects Organization of the Mental Lexicon

Sign language comprehension requires visual attention to the linguistic signal and visual attention to referents in the surrounding world, whereas these processes are divided between the auditory and visual modalities for spoken language comprehension. Additionally, the age-onset of first language acquisition and the quality and quantity of linguistic input for deaf individuals is highly heterogeneous, which is rarely the case for hearing learners of spoken languages. Little is known about how these modality and developmental factors affect real-time lexical processing. In this study, we ask how these factors impact real-time recognition of American Sign Language (ASL) signs using a novel adaptation of the visual world paradigm in deaf adults who learned sign from birth (Experiment 1), and in deaf adults who were late-learners of ASL (Experiment 2). Results revealed that although both groups of signers demonstrated rapid, incremental processing of ASL signs, only native signers demonstrated early and robust activation of sublexical features of signs during real-time recognition. Our findings suggest that the organization of the mental lexicon into units of both form and meaning is a product of infant language learning and not the sensory and motor modality through which the linguistic signal is sent and received.

Attention-getting skills of deaf children using American Sign Language in a preschool classroom.

Visual attention is a necessary prerequisite to successful communication in sign language. The current study investigated the development of attention-getting skills in deaf native-signing children during interactions with peers and teachers. Seven deaf children (aged 21-39 months) and five adults were videotaped during classroom activities for approximately 30 hr. Interactions were analyzed in depth to determine how children obtained and maintained attention. Contrary to previous reports, children were found to possess a high level of communicative competence from an early age. Analysis of peer interactions revealed that children used a range of behaviors to obtain attention with peers, including taps, waves, objects, and signs. Initiations were successful approximately 65% of the time. Children followed up failed initiation attempts by repeating the initiation, using a new initiation, or terminating the interaction. Older children engaged in longer and more complex interactions than younger children. Childrens early exposure to and proficiency in American Sign Language is proposed as a likely mechanism that facilitated their communicative competence.

Prediction in a visual language: real-time sentence processing in American Sign Language across development

ABSTRACT Prediction during sign language comprehension may enable signers to integrate linguistic and non-linguistic information within the visual modality. In two eye-tracking experiments, we investigated American Sign language (ASL) semantic prediction in deaf adults and children (aged 4–8 years). Participants viewed ASL sentences in a visual world paradigm in which the sentence-initial verb was either neutral or constrained relative to the sentence-final target noun. Adults and children made anticipatory looks to the target picture before the onset of the target noun in the constrained condition only, showing evidence for semantic prediction. Crucially, signers alternated gaze between the stimulus sign and the target picture only when the sentential object could be predicted from the verb. Signers therefore engage in prediction by optimising visual attention between divided linguistic and referential signals. These patterns suggest that prediction is a modality-independent process, and theoretical implications are discussed.

Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning:

Deaf children have traditionally been perceived and educated as a special needs population. Over the past several decades, several factors have converged to enable a shift in perspective to one in which deaf children are viewed as a cultural and linguistic minority, and the education of deaf children is approached from a bilingual framework. In this article, we present the historical context in which such shifts in perspective have taken place and describe the linguistic, social, and cultural factors that shape a bilingual approach to deaf education. We further discuss the implications of a linguistic and cultural minority perspective of deaf children on language development, teacher preparation, and educational policy.