This paper is the third in a series concerned with the level of access provided to deaf and hard of hearing children who rely on interpreters to access classroom communication. The first two papers focused on the accuracy and intelligibility of educational interpreters who use Cued Speech (CS); this study examines the accuracy of those who use…

Signing systems that attempted to represent spoken language via manual signs -- some invented, and some borrowed from natural sign languages -- have historically been used in classrooms with deaf children. However, despite decades of research and use of these systems in the classroom, there is little evidence supporting their educational…

Advocates of bimodal bilingual (Bi-Bi) early intervention argue that both visual and auditory communication systems reflect optimal family and educational interactions for teachers, families, and their young children with hearing loss. The primary objective of this commentary is to highlight semantic variations noted in theoretical, ideological,…

This article explores the available research literature on language development and language interventions among deaf and hard of hearing (d/hh) children. This literature is divided into two broad categories: Research on natural languages (specifically American Sign Language and spoken English) and research on communication systems (specifically…

Deaf and hard-of-hearing (DHH) literature, including the reading behaviour of Deaf adults, suggests that Teachers of the deaf (TODs) read different amounts of text during read alouds to DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), only spoken English (speech),…

For d/Deaf and hard-of-hearing prereaders who communicate predominately in spoken and/or signed English (DHH-English), Teachers of the d/Deaf (TODs) read books aloud to increase English skills, auditory-verbal comprehension, sequencing skills, verbal reasoning, background knowledge, and sight word recognition. Teachers struggle to select…

Research suggests that English-language proficiency is critical if students who are deaf or hard of hearing (D/HH) are to read as their hearing peers. One explanation for the traditionally reported reading achievement plateau when students are D/HH is the inability to hear insalient English morphology. Signing Exact English can provide visual…

The text for a course in manual communication contains 45 lessons and 565 signs, each illustrated by a drawing indicating the shape of the hands, the place where the hands move to and from, and the movements. Practice exercises for each lesson, designed to foster progressive reinforcement of acquired vocabulary, are grouped together with…

The bibliography includes 33 titles dealing with manual communication and lists sources and prices of the entries. (JM)

Reported are data obtained from a questionnaire survey of 152 deaf adults. Subjects were questioned concerning medical and audiological history, communication abilities and preferences, and educational, vocational, and social backgrounds. (Author)

A training sequence is presented for teaching the manual alphabet beginning with the hand shapes that look most like the letters they represent. Each manual letter is then paired with an associated word. (CL)

This article reviews experiments completed over the past decade at the National Technical Institute for the Deaf and the State University of New York at Geneseo concerning speech produced during simultaneous communication (SC) and synthesizes the empirical evidence concerning the acoustical and perceptual characteristics of speech in SC.…

A mother briefly describes her experience of learning that her 9-month-old son was deaf, seeking medical help, providing her son with physical demonstrations of love, and encouraging her son to join in many different experiences with hearing individuals. (CB)

Review of four published cases of aphasia in deaf patients illustrates that loss and recovery of language functions in the deaf follow the pattern noted in hearing patients, and thus the notion of a separate cerebral area for manual speech postulated by Jackson (1878) is not supported. (Author/KW)