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Improving English literacy and speech-acquisition learning conditions for children with severe to profound hearing impairments.

Only a small minority of children with prelingually severe to profound hearing impairments in any country acquire either high spoken-language skills or high literacy skills. This article discusses English acquisition in relation to multiple language domains and multiple language modes for cultures i...

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Published in:Volta Review Vol. 98; no. 2; pp. 17 - 42
Main Authors: Nelson KE, Camarata SM
Format: tables/charts Journal Article
Published: Alexander Graham Bell Association for the Deaf Spring96
Online Access:View this record in EBSCOhost
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        atl: Improving English literacy and speech-acquisition learning conditions for children with severe to profound hearing impairments.
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          Nelson KE
          Camarata SM
        affil: Department of Psychology, Pennsylvania State University, University Park, PA
      sug:
        subj:
          Literacy In Infancy and Childhood
          Learning Methods In Infancy and Childhood
          Hearing Disorders In Infancy and Childhood
          Language Development In Infancy and Childhood
          Funding Source
          Child, Preschool
          Child
          Writing
          Sign Language
          Child, Preschool: 2-5 years
          Child: 6-12 years
      ab: Only a small minority of children with prelingually severe to profound hearing impairments in any country acquire either high spoken-language skills or high literacy skills. This article discusses English acquisition in relation to multiple language domains and multiple language modes for cultures in which English is the majority language. We argue that learning is complex and that at some developmental points there will be mutually facilitating progress in syntax, phonology, narrative, and other language domains, but that at other developmental points short-term negative trade-offs can be expected. To support progress by hearing-impaired children with quite varied profiles of language skills, 'tricky mixes' of converging learning conditions must be identified and maintained more often than in past typical educational practices. Such dynamic tricky mixes repeatedly combine new language challenges with cognitive enhancers of effective processing. In addition, these complex contextual mixes include social-emotional factors that favorably affect children's self-esteem, mood, and expectancy of success.
      pubtype: Academic Journal
      doctype:
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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