1. Language Development in Children Who Are Deaf: A Research Synthesis.
- Author
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National Association of State Directors of Special Education, Alexandria, VA. and Marschark, Marc
- Abstract
This document is designed to provide educators with an objective synthesis of the current research on language development in children who are deaf. The materials reviewed were primarily peer-reviewed articles published in the last 10 years. Only references that focus primarily on deafness were included; however, some studies also involved children who are considered to be hard of hearing. Findings from the review indicate: (1) language development depends on frequent, consistent, and accessible communication, regardless of whether it is through signed or spoken language; (2) most children who are deaf not only start learning language later than their peers, but are confronted with less consistent language models when they do start; (3) children who are deaf who learn sign language as preschoolers show better academic achievement and social adjustment during the school years; (4) programs that combine sign language and spoken English may be more effective than programs that use either spoken or sign language alone; (5) cochlear implants improve speech perception, vocabulary growth, and receptive and expressive communication skills; and (6) administrators and policymakers can have a more positive impact on the language development of children with deafness by supporting early intervention. (Contains approximately 180 references.) (CR)
- Published
- 2001