Journal articles: 'Signing deaf'

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Padden, Carol, and Claire Ramsey. "Reading Ability in Signing Deaf Children." Topics in Language Disorders 18, no. 4 (August 1998): 30–46. http://dx.doi.org/10.1097/00011363-199808000-00005.

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Padden, Carol, and Claire Ramsey. "Reading Ability in Signing Deaf Children." Topics in Language Disorders 18, no. 4 (August 1998): 30–46. http://dx.doi.org/10.1097/00011363-199818040-00005.

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Crume, Peter K., Amy Lederberg, and Brenda Schick. "Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children." Journal of Deaf Studies and Deaf Education 26, no. 1 (November 19, 2020): 159–69. http://dx.doi.org/10.1093/deafed/enaa033.

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Abstract Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children’s ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.

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Isenberg, Gail L., and William J. Matthews. "Hypnosis with Signing Deaf and Hearing Subjects." American Journal of Clinical Hypnosis 38, no. 1 (July 1995): 27–38. http://dx.doi.org/10.1080/00029157.1995.10403175.

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Maxwell, Madeline M. "A Signing Deaf Child’s Use of Speech." Sign Language Studies 1062, no. 1 (1989): 23–42. http://dx.doi.org/10.1353/sls.1989.0024.

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O'Neill, Rachel, Audrey Cameron, Eileen Burns, and Gary Quinn. "Exploring alternative assessments for signing deaf candidates." Psychology in the Schools 57, no. 3 (November 15, 2019): 344–61. http://dx.doi.org/10.1002/pits.22326.

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Andin, Josefine, Åsa Elwér, and Elina Mäki‐Torkko. "Arithmetic in the adult deaf signing brain." Journal of Neuroscience Research 98, no. 4 (December 5, 2019): 643–54. http://dx.doi.org/10.1002/jnr.24569.

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Holcomb, Leala. "Writing Development and Translanguaging in Signing Bilingual Deaf Children of Deaf Parents." Languages 8, no. 1 (January 20, 2023): 37. http://dx.doi.org/10.3390/languages8010037.

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Translanguaging allows for a holistic lens on the natural language practices of multilinguals and the strategies they use to communicate and to make meaning, such as writing. Multilinguals have a single, integrated linguistic repertoire and reasoning in which all languages are naturally activated in the brain throughout the writing process. Some deaf children are raised in environments where signed language is first acquired and then used to support the development of a written language. The current literature on translanguaging is scant in capturing signing bilingual deaf writers’ translanguaging practices. This study took a closer look at the written texts produced by three deaf siblings within an American Sign Language/English bilingual deaf family across the course of their childhood between three and ten years old. Their applications of linguistic features in writing over time were qualitatively identified, described, and analyzed. This study’s findings provided rich descriptions and examples of the ways signing bilingual deaf children leverage their whole linguistic repertoire to express ideas in print. Because translanguaging practices were modeled at home and school during natural interactions and direct instruction, these siblings’ language and writing skills continued to flourish over time.

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Clark, Heather D. "Signing and Signifyin': Negotiating Deaf and African American Identities." Ethnic Studies Review 30, no. 1 (January 1, 2007): 115–24. http://dx.doi.org/10.1525/esr.2007.30.1.115.

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For individuals who are both African American and Deaf finding a place to belong is a process of navigating their many cultural identities. In this paper I explore the following questions: where do individuals who are African American and Deaf find and make community? To which communities do they perceive they belong? Is their primary identity African American, Deaf or something else? Does belonging to one community negate membership in another? Does the presence of African American Deaf individuals have an impact on either community or are they forced to create an entirely new one for themselves?

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Snoddon, Kristin. "Review of "Innovations in Deaf Studies: The Role of Deaf Scholars"." Canadian Journal of Disability Studies 7, no. 3 (November 26, 2018): 151–56. http://dx.doi.org/10.15353/cjds.v7i3.455.

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I am one of a handful of signing deaf tenure-track or tenured professors in Canada. To my knowledge, I am also the only one who teaches a stand-alone university course in Deaf Studies that is not part of a sign language interpreter or teacher of the deaf training program. As such, I was delighted to read Innovations in Deaf Studies: The Role of Deaf Scholars edited by Annelies Kusters, Maartje De Meulder, and Dai O’ Brien. In this work I find many of my scholarly experiences and concerns reflected on an international scale.

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Tomasuolo, Elena, Laura Fellini, Alessio Di Renzo, and Virginia Volterra. "Assessing lexical production in deaf signing children with the Boston Naming Test." Language, Interaction and Acquisition 1, no. 1 (July 30, 2010): 110–28. http://dx.doi.org/10.1075/lia.1.1.07tom.

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A picture naming task, the Boston Naming Test, originally developed for spoken language, has been adapted to Italian Sign Language in order to assess the vocabulary of Italian deaf signing children. Thirty deaf and thirty hearing children and adolescents (aged 6–14 years) participated in the study. In the deaf signing group, half of the children attended a bilingual school. Results show no significant differences between deaf and hearing participants in the number of correct responses provided, but do show interesting differences in the lexical accuracy observed for individual items and in error types reported for sign and speech. In the deaf group, children attending a bilingual school performed significantly better than those who did not attend a bilingual programme.

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Jaballah, Kabil, and Mohamed Jemni. "A Review on 3D Signing Avatars." International Journal of Multimedia Data Engineering and Management 4, no. 1 (January 2013): 21–45. http://dx.doi.org/10.4018/jmdem.2013010102.

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Signing avatars are becoming common thanks to their potential to improve deaf education. These 3D animated characters are able to perform manual and non-manual signs. As they tap the natural skills of deaf individuals and thanks to the advances in 3D humanoids modeling and animation technologies, 3D signing avatars are getting increasing interest. They are actually used for multiple purposes in multiple fields. Deaf parents, teacher, telecommunications’ companies and many other agencies are involving in this area for different reasons. In this paper, the authors report the state of the art in signing avatars research and development as well as the purposes for which 3D signing characters are being used. They discussed the methods and the technologies adopted to create 3D signed contents. A case study of five 3D Sign Language generation systems will be highlighted. The authors will consider their architectures, linguistic representations, the modeling and the animation techniques that have been undertaken. They conducted a study to compare the performance of the available systems regarding the understandability of the generated signed contents. By the end of the survey, the authors bring the lessons learned from this study.

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Safar, Josefina. "Translanguaging in Yucatec Maya signing communities." Applied Linguistics Review 10, no. 1 (February 25, 2019): 31–53. http://dx.doi.org/10.1515/applirev-2017-0082.

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AbstractThis article looks at translanguaging practices in four Yucatec Maya communities with a high incidence of deafness in the peninsula of Yucatán, Mexico. Deaf and hearing community members draw from a broad spectrum of semiotic resources to interact with each other and with people from other villages in the region: they sign with different degrees of fluency, speak Yucatec Maya and/or Spanish, gesture, draw, point and incorporate objects in their physical surroundings. Human beings have a general tendency to communicate between and beyond different languages and modalities and to creatively adapt their semiotic repertoires to each other to negotiate meaning. On top of that, I show that sociolinguistic and cultural features of Yucatec Maya communities scaffold translanguaging practices. The rich inventory of conventional co-speech gestures of Yucatec Maya speakers, positive attitudes towards deafness and signed language and a critical amount of shared cultural knowledge facilitate communication between deaf and hearing and contribute to the emergence of similar sign languages in historically unrelated communities. The investigation of Yucatec Maya signing communities through a translanguaging lens allows us to critically deconstruct existing classifications of sign languages and varieties. Yucatec Maya Sign Languages are portrayed as a multi-layered network of different villages, families, generations and overlapping deaf and hearing spaces, where translanguaging takes place.

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Herbert, Marjorie, and Acrisio Pires. "Bilingualism and bimodal code-blending among deaf ASL-English bilinguals." Proceedings of the Linguistic Society of America 2 (June 12, 2017): 14. http://dx.doi.org/10.3765/plsa.v2i0.4054.

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The audiologically deaf members of the American Deaf community display bilingual competence in American Sign Language (ASL) and English, although their language acquisition trajectories often involve delayed exposure to one or both languages. There is a great deal of variation in terms of production among these signers, ranging from very ASL-typical to productions that seem to display heavy English influence. The latter, mixed productions, coined “Contact Signing” by Lucas & Valli (1992), could be representative of a type of codeswitching, referred to as ‘code-blending’ in sign language-spoken language contexts (e.g. Baker & Van den Bogaerde 2008), in which bilinguals invoke knowledge of their two grammars in concert, or these productions could be more like a mixed language, in which a third grammar, distinct from both ASL and English, constrains them. We argue, based on the analysis of our corpus of naturalistic data collected in an all-deaf sociolinguistic environment, that Contact Signing provides evidence for code-blending, given the distribution of English vs. ASL-based language properties in the production data from the participants in our study.

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van Staden, Annalene. "Comparing Native Signing, Late-Signing and Orally Trained Deaf Children's ‘Theory of Mind’ Abilities." South African Journal of Psychology 40, no. 1 (March 2010): 97–106. http://dx.doi.org/10.1177/008124631004000110.

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Shantie, Courtney, and Robert J. Hoffmeister. "Why Schools for Deaf Children Should Hire Deaf Teachers: A Preschool Issue." Journal of Education 182, no. 3 (October 2000): 42–53. http://dx.doi.org/10.1177/002205740018200304.

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First languages are assumed to be learned in the home. Since 90 to 97 percent of Deaf children are born to hearing parents who do not know American Sigh Language (ASL), their first exposure to ASL will be in the school setting. Deaf children will spend approximately 50 percent of their waking hours with teachers, who are their main language models. However, a substantial number of teachers of the Deaf report that they learned to sign from their students, only 45 percent of teachers claim they can sign as well as their students, and only 33 percent claim to understand their student's signing as well as they understand English. Moreover, over the years, educators created a variety of manual codes for English (MCE) in the mistaken notion that manually coding English would promote literacy in English. However, studies have shown that the key to reading and writing success was students'knowledge of ASL and ASL discourse as well as the ability to use ASL to approach learning the second language. The key to educational success for Deaf children lies in their being taught in a truly bilingual manner. Bilingual education has been shown to be successful if the first language is strong and there are adequate language models present. Thousands of Deaf children are currently being taught by the impoverished MCE model and by hearing teachers who could not pass the native signing requirements. More discussion and training in ASL proficiency should be required of educators of the Deaf and those training to become educators of the Deaf. In the crucial preschool years, teachers of Deaf children should be Deaf or Children of Deaf Adults (CODAs) themselves to ensure the future success of our Deaf students.

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Panning, Samantha, Rachel L. Lee, and Sara M. Misurelli. "Breaking Down Communication Barriers: Assessing the Need for Audiologists to Have Access to Clinically Relevant Sign Language." Journal of the American Academy of Audiology 32, no. 04 (April 2021): 261–67. http://dx.doi.org/10.1055/s-0041-1722988.

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Abstract Background Research suggests Deaf individuals have longstanding negative perceptions of their interactions with health care providers, primarily due to communication barriers. One way to improve relations would be for audiologists to learn clinically relevant sign language. Purpose The aim of the study is to gain a better understanding of audiologists' knowledge of Deaf culture and American Sign Language (ASL) and evaluate motivation for instruction in signing abilities. Research Design A 21-question survey was emailed and advertised in a social media group for audiologists. The survey was divided into four sections: (1) demographics, (2) education of ASL and Deaf culture, (3) experience with ASL and Deaf culture, and (4) motivation to learn clinical signs. Data Analysis Descriptive statistics were analyzed for quantitative analysis of survey responses. Results A total of 489 responses were obtained and analyzed. Majority of respondents (82.6%) completed a manual ASL course, though only a third reported exposure to clinically relevant signs (37.4%). The majority of respondents rated their signing abilities at the word level, and knowing somewhere between 5 and 20 signs, expressively (50.5%) and receptively (53.9%). Results illustrate the majority of audiologists (54.5%) feel their clinical signing abilities need to be improved and were either highly (30.9%) or somewhat motivated (42.1%) to do so. Conclusion Study results suggest that although participants are enrolling in and completing ASL courses, clinical signs are not routinely included. This omission leads to reduced signing ability, potentially harming the provider–patient relationship. The majority of survey respondents reported that they are strongly motivated to improve their signing abilities. Results of the present study suggest there is need for a comprehensive clinical signs resource for audiologists to provide quality patient care to their Deaf patients. At present, there is no known, available tool to help accomplish this need.

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Power, Des, and Mary R. Power. "Communication and culture: Signing Deaf people online in Europe1." Technology and Disability 21, no. 4 (July 21, 2010): 127–34. http://dx.doi.org/10.3233/tad-2009-0287.

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Mori, Sōya. "Deaf in Japan: Signing and the Politics of Identity." Sign Language Studies 8, no. 2 (2008): 211–17. http://dx.doi.org/10.1353/sls.2008.0001.

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FEDOROWICZ, S. C. "Deaf in Japan: Signing and the Politics of Identity." Social Science Japan Journal 10, no. 2 (August 30, 2007): 320–22. http://dx.doi.org/10.1093/ssjj/jym038.

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Malinow, K. L., J. J. Lynch, P. J. Foreman, E. Friedmann, and S. A. Thomas. "Blood pressure increases while signing in a deaf population." Psychosomatic Medicine 48, no. 1 (January 1986): 95–101. http://dx.doi.org/10.1097/00006842-198601000-00008.

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Lucas, Ceil, and Clayton Valli. "ASL or contact signing: Issues of judgment." Language in Society 20, no. 2 (June 1991): 201–16. http://dx.doi.org/10.1017/s0047404500016274.

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ABSTRACTThis article reports on one aspect of an ongoing study of language contact in the American deaf community. A kind of signing that results from the contact between American Sign Language (ASL) and English exhibits features of both languages. The ultimate goal of the study is a linguistic description of contact signing and a reexamination of claims that it is a pidgin. Ten dyads and two triads of native ASL signers (6 white dyads, 4 black dyads, 2 black triads) were videotaped with a deaf interviewer, a hearing interviewer, and alone with each other. The different interview situations induced switching between ASL and contact signing. This article (1) reviews the pattern of language use during the interviews with the white dyads and describes the judgments of selected videotaped segments by 10 native signers; (2) examines the role of demographic information in judgments. For each segment, half of the judges were given one set of demographic information, and the other half were given another set. Indications are that this information does affect judgment, even though the linguistic forms viewed were identical. (American Sign Language, language contact, language judgments, deaf community)

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Humphries, Tom, Gaurav Mathur, Donna Jo Napoli, Carol Padden, and Christian Rathmann. "Deaf Children Need Rich Language Input from the Start: Support in Advising Parents." Children 9, no. 11 (October 22, 2022): 1609. http://dx.doi.org/10.3390/children9111609.

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Bilingual bimodalism is a great benefit to deaf children at home and in schooling. Deaf signing children perform better overall than non-signing deaf children, regardless of whether they use a cochlear implant. Raising a deaf child in a speech-only environment can carry cognitive and psycho-social risks that may have lifelong adverse effects. For children born deaf, or who become deaf in early childhood, we recommend comprehensible multimodal language exposure and engagement in joint activity with parents and friends to assure age-appropriate first-language acquisition. Accessible visual language input should begin as close to birth as possible. Hearing parents will need timely and extensive support; thus, we propose that, upon the birth of a deaf child and through the preschool years, among other things, the family needs an adult deaf presence in the home for several hours every day to be a linguistic model, to guide the family in taking sign language lessons, to show the family how to make spoken language accessible to their deaf child, and to be an encouraging liaison to deaf communities. While such a support program will be complicated and challenging to implement, it is far less costly than the harm of linguistic deprivation.

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Hamilton, Harley. "Development of Sign-Based Perception by Deaf Children." Perceptual and Motor Skills 60, no. 3 (June 1985): 699–704. http://dx.doi.org/10.2466/pms.1985.60.3.699.

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In this study the sign-based perceptual abilities of 59 deaf children are investigated. Like many hearing speaking children, deaf signing children appear to perceive isolated lexical items based on the formational parameters of those items. Also, deaf signers show trends similar to those exhibited by hearing speakers for the development of the perceptual ability necessary to distinguish between minimal pairs within their respective language systems.

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Fontana, Sabina, Elena Tomasuolo, and Gabriele Gianfreda. "Naming in Two Modalities: Manual and Mouth Gestures in Hearing and Deaf Children." International Journal of Linguistics 14, no. 4 (August 11, 2022): 120. http://dx.doi.org/10.5296/ijl.v14i4.20035.

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Studies on various sign languages have pointed out that some kind of mouth action co-occur in sign language utterances together with other body components. Although the consistency of such phenomenon has been studied in adult signing, no research has been conducted so far on the mouth actions occurring in the signing of school-aged children. In this paper, mouth actions will be described in a developmental perspective and paralleled with co-speech gestures of hearing children. In particular, mouth actions and manual gestures will be investigated in two groups of 10 bilingual Italian/Italian Sign Language (LIS) deaf and hearing children (from 6 to 14 yrs old) by using a naming task. The aim is to parallel quantitatively and qualitatively mouth actions and co-verbal gestures in order to understand their role with respect to sign and vocal naming. Furthermore, three adult signers were considered as models for understanding the typology and occurrence of mouth action in adult signing and compare it with children signing.

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Howerton-Fox, Amanda, and Jodi L. Falk. "Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education." Education Sciences 9, no. 2 (June 14, 2019): 133. http://dx.doi.org/10.3390/educsci9020133.

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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Shield, Aaron, Frances Cooley, and Richard P. Meier. "Sign Language Echolalia in Deaf Children With Autism Spectrum Disorder." Journal of Speech, Language, and Hearing Research 60, no. 6 (June 10, 2017): 1622–34. http://dx.doi.org/10.1044/2016_jslhr-l-16-0292.

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Purpose We present the first study of echolalia in deaf, signing children with autism spectrum disorder (ASD). We investigate the nature and prevalence of sign echolalia in native-signing children with ASD, the relationship between sign echolalia and receptive language, and potential modality differences between sign and speech. Method Seventeen deaf children with ASD and 18 typically developing (TD) deaf children were video-recorded in a series of tasks. Data were coded for type of signs produced (spontaneous, elicited, echo, or nonecho repetition). Echoes were coded as pure or partial, and timing and reduplication of echoes were coded. Results Seven of the 17 deaf children with ASD produced signed echoes, but none of the TD deaf children did. The echoic children had significantly lower receptive language scores than did both the nonechoic children with ASD and the TD children. Modality differences also were found in terms of the directionality, timing, and reduplication of echoes. Conclusions Deaf children with ASD sometimes echo signs, just as hearing children with ASD sometimes echo words, and TD deaf children and those with ASD do so at similar stages of linguistic development, when comprehension is relatively low. The sign language modality might provide a powerful new framework for analyzing the purpose and function of echolalia in deaf children with ASD.

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Kusters, Annelies. "Language ideologies in the shared signing community of Adamorobe." Language in Society 43, no. 2 (March 27, 2014): 139–58. http://dx.doi.org/10.1017/s0047404514000013.

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AbstractThis article analyzes language ideologies with regard to sign language in Adamorobe, a “shared signing community” in southern Ghana. Adamorobe Sign Language (AdaSL) is a “shared sign language,” used by all deaf people and a large number of hearing Akan-speaking people. Deaf schoolchildren from Adamorobe attend a school where Ghanaian Sign Language (GSL) is taught. Hearing interviewees have experiential knowledge that everything can be said in AdaSL, emphasise the shared roots of AdaSL and Akan, and called AdaSL “natural.” Deaf interlocutors describe Akan, AdaSL, and GSL as three distinct but equivalent languages. AdaSL is said to be a “hard” language, more pleasant to use, and more expressive than GSL, but sign bilingualism is highly valued. These findings are compared and contrasted with accounts on language ideologies with regard to other shared sign languages and larger urban/national sign languages. (Language ideologies, language practices, Ghana, Ghanaian Sign Language, Adamorobe Sign Language, Akan, shared sign languages, shared signing communities, village sign languages)*

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Snoddon, Kristin. "Review of "Deaf Politician: The Gary Malkowski Story" by Richard Medugno (2020)." Canadian Journal of Disability Studies 10, no. 1 (March 4, 2021): 267–71. http://dx.doi.org/10.15353/cjds.v10i1.740.

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Deaf Politician: The Gary Malkowski Story is a self-published biography by Richard Medugno, who is also the author of Deaf Daughter, Hearing Father (Medugno, 2005), a published memoir about being the parent of a deaf child. It was this lived experience that led Medugno to first encounter Malkowski in 1993, midway through the latter’s term as the first and only signing deaf Member of Provincial Parliament in Canada.

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Quinto-Pozos, David, and Frances Cooley. "A Developmental Disorder of Signed Language Production in a Native Deaf Signer of ASL." Languages 5, no. 4 (October 21, 2020): 40. http://dx.doi.org/10.3390/languages5040040.

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Evidence for a Developmental Language Disorder (DLD) could surface with language processing/comprehension, language production, or a combination of both. Whereas, various studies have described cases of DLD in signing deaf children, there exist few detailed examples of deaf children who exhibit production issues in the absence of processing or comprehension challenges or motor deficits. We describe such a situation by detailing a case study of “Gregory”, a deaf native signer of American Sign Language (ASL). We adopt a detailed case-study methodology for obtaining information from Gregory’s family and school, which we combine with linguistic and non-linguistic data that we collected through one-on-one sessions with Gregory. The results provide evidence of persistent issues with language production (in particular, atypical articulation of some phonological aspects of signs), yet typical comprehension skills and unremarkable fine-motor motor skills. We also provide a snapshot of Gregory’s rich linguistic environment, which we speculate, may serve to attenuate his production deficit. The results of this study have implications for the provision of language services for signing deaf children in schools and also for language therapists. We propose that language therapists who are fluent in signed language be trained to work with signing children.

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Holmström, Ingela, and Krister Schönström. "Deaf lecturers’ translanguaging in a higher education setting. A multimodal multilingual perspective." Applied Linguistics Review 9, no. 1 (March 26, 2018): 90–111. http://dx.doi.org/10.1515/applirev-2017-0078.

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AbstractIn a few universities around the world courses are offered where the primary language of instruction is a national sign language. Many of these courses are given by bilingual/multilingual deaf lecturers, skilled in both national sign language(s) and spoken/written language(s). Research on such deaf-led practices in higher education are lacking, and this study will contribute to a greater understanding of these practices. Drawing on ethnographically created data from a higher education setting in Sweden, this case study examines the use of different languages and modalities by three deaf lecturers when teaching deaf and hearing (signing) students in theoretic subjects. The analysis is based on video-recordings of the deaf lecturers during classroom activities at a basic university level in which Swedish Sign Language (SSL) is used as the primary language. The results illustrate how these deaf lecturers creatively use diverse semiotic resources in several modes when teaching deaf and hearing (signing) students, which creates practices of translanguaging. This is illustrated by classroom activities in which the deaf lecturers use different language and modal varieties, including sign languages SSL and ASL as well as Swedish, and English, along with PowerPoint and whiteboard notes. The characteristics of these multimodal-multilingual resources and the usage of them will be closely presented in this article.

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Woolfe, T. "Siblings and Theory of Mind in Deaf Native Signing Children." Journal of Deaf Studies and Deaf Education 8, no. 3 (July 1, 2003): 340–47. http://dx.doi.org/10.1093/deafed/eng023.

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Young, A. M. "On Creating a Workable Signing Environment: Deaf and Hearing Perspectives." Journal of Deaf Studies and Deaf Education 5, no. 2 (April 1, 2000): 186–95. http://dx.doi.org/10.1093/deafed/5.2.186.

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Stevens, Carolyn S. "Deaf in Japan: Signing and the Politics of Identity (review)." Journal of Japanese Studies 33, no. 2 (2007): 475–79. http://dx.doi.org/10.1353/jjs.2007.0084.

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Seal, Brenda C. "Working Parents' Dream: Instructional Videotapes for their Signing Deaf Child." American Annals of the Deaf 132, no. 5b (1987): 386–88. http://dx.doi.org/10.1353/aad.2012.1428.

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Twitchell, Paul, Jill P. Morford, and Peter C. Hauser. "Effects of SES on Literacy Development of Deaf Signing Bilinguals." American Annals of the Deaf 159, no. 5 (2015): 433–46. http://dx.doi.org/10.1353/aad.2015.0003.

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Roman, Gretchen, Daniel S. Peterson, Edward Ofori, and Meghan E. Vidt. "Upper extremity biomechanics in native and non-native signers." Work 70, no. 4 (December 20, 2021): 1111–19. http://dx.doi.org/10.3233/wor-213622.

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BACKGROUND: Individuals fluent in sign language (signers) born to non-signing, non-deaf parents (non-natives) may have a greater injury risk than signers born to signing, deaf parents (natives). A comprehensive analysis of movement while signing in natives and non-natives has not been completed and could provide insight into the greater injury prevalence of non-natives. OBJECTIVE: The objective of this study was to determine differences in upper extremity biomechanics between non-natives and natives. METHODS: Strength, ‘micro’ rests, muscle activation, ballistic signing, joint angle, and work envelope were captured across groups. RESULTS: Non-natives had fewer rests (p = 0.002) and greater activation (p = 0.008) in non-dominant upper trapezius. For ballistic signing, natives had greater anterior-posterior jerk (p = 0.033) and for joint angle, natives demonstrated greater wrist flexion-extension range of motion (p = 0.040). Natives also demonstrated greater maximum medial-lateral (p = 0.015), and greater minimum medial-lateral (p = 0.019) and superior-inferior (p = 0.027) positions. CONCLUSIONS: We observed that natives presented with more rests and less activation, but greater ballistic tendencies, joint angle, and envelope compared to non-natives. Additional work should explore potential links between these outcomes and injury risk in signers.

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Shield, Aaron, Megan Igel, Kristina Randall, and Richard P. Meier. "The Source of Palm Orientation Errors in the Signing of Children with ASD: Imitative, Motoric, or Both?" Brain Sciences 10, no. 5 (April 30, 2020): 268. http://dx.doi.org/10.3390/brainsci10050268.

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Palm orientation reversal errors (e.g., producing the ‘bye-bye’ gesture with palm facing inward rather than outward as is customary in American culture) have been documented in the signing of deaf and hearing children with autism spectrum disorder (ASD) and in the imitation of gestures by signing and non-signing children with ASD. However the source of these unusual errors remains opaque. Given that children with ASD have documented difficulties with both imitation and motor skills, it is important to clarify the nature of these errors. Here we present a longitudinal case study of a single child with ASD, a hearing, signing child of Deaf parents. Samples of the child’s signing were analyzed at ages 4;11, 6;2, 10;2, and 14;11. Lexical signs and fingerspelled letters were coded for the four parameters of sign articulation (handshape, location, movement, and palm orientation). Errors decreased for handshape, location, and movement after age 4;11, but increased on palm orientation from 4;11 and remained high, exceeding 55% of signs by 14;11. Fingerspelled letters contained a large proportion of 180-degree reversals, which suggest an origin in imitation differences, as well as midline-facing errors, suggestive of a motor origin. These longitudinal data suggest that palm orientation errors could be rooted in both imitation differences and motoric difficulties.

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Snoddon, Kristin. "The Social and Epistemological Violence of Inclusive Education for Deaf Learners." Canadian Journal of Disability Studies 9, no. 5 (December 18, 2020): 185–213. http://dx.doi.org/10.15353/cjds.v9i5.695.

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This paper begins by describing several recent human rights complaints brought by Canadian parents of deaf children who have not been able to access an education in sign language in provinces where a deaf school has been closed. The paper outlines some ways in which so-called inclusive educational systems perpetuate social and epistemological violence by depriving deaf children of direct instruction in sign language and access to a community of signing deaf peers. Inclusive educational systems have disrupted intergenerational sign language transmission and resulted in deaf children’s loss of identity. The paper calls for sign language policies and sign language-medium educational practices to ensure the viability of deaf futures.

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EMMOREY, KAREN, NELLY GERTSBERG, FRANCO KORPICS, and CHARLES E. WRIGHT. "The influence of visual feedback and register changes on sign language production: A kinematic study with deaf signers." Applied Psycholinguistics 30, no. 1 (January 2009): 187–203. http://dx.doi.org/10.1017/s0142716408090085.

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ABSTRACTSpeakers monitor their speech output by listening to their own voice. However, signers do not look directly at their hands and cannot see their own face. We investigated the importance of a visual perceptual loop for sign language monitoring by examining whether changes in visual input alter sign production. Deaf signers produced American Sign Language (ASL) signs within a carrier phrase under five conditions: blindfolded, wearing tunnel-vision goggles, normal (citation) signing, shouting, and informal signing. Three-dimensional movement trajectories were obtained using an Optotrak Certus system. Informally produced signs were shorter with less vertical movement. Shouted signs were displaced forward and to the right and were produced within a larger volume of signing space, with greater velocity, greater distance traveled, and a longer duration. Tunnel vision caused signers to produce less movement within the vertical dimension of signing space, but blind and citation signing did not differ significantly on any measure, except duration. Thus, signers do not “sign louder” when they cannot see themselves, but they do alter their sign production when vision is restricted. We hypothesize that visual feedback serves primarily to fine-tune the size of signing space rather than as input to a comprehension-based monitor.

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Ivanova, Nedelina, Rannveig Sverrisdóttir, and Guðný Björk Þorvaldsdóttir. "Raising Handshape Awareness." Hrvatska revija za rehabilitacijska istraživanja 58, Special Issue (October 12, 2022): 27–51. http://dx.doi.org/10.31299/hrri.58.si.2.

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Although previous research shows that the use of rhyme in early language stimulation has a positive impact on children’s sign language development, this area of sign language acquisition has not been adequately researched. 90% of deaf children are born to hearing parents who barely know sign language before their child is born, and yet they are the primary language role models in their child’s life. As L2 sign language users, hearing parents of deaf children teach language skills in their L2 to their deaf child who acquires sign language as one of their L1s. In this article, we focus on the potential application of the Icelandic Sign Language (ÍTM) handshape inventory in both early language intervention with signing children and in teaching ÍTM as an L2. We argue that the handshape inventory can be used as a teaching tool when teaching sign language as M2L2 to hearing adults and as a visual language stimulation tool for signing children (M1L1 or M2L1). The main purpose of using the handshape inventory is to raise phonological awareness of signing children and adults learning sign language. This can be done by explicitly teaching handshapes to adult learners and using signed rhymes in early language stimulation.

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Beal, Jennifer S., Jessica A. Scott, and Kelly Spell. "Goodnight Gorilla: Deaf Student American Sign Language Narrative Renditions After Viewing a Model." Journal of Deaf Studies and Deaf Education 26, no. 1 (August 18, 2020): 85–98. http://dx.doi.org/10.1093/deafed/enaa022.

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Abstract The present study used an observational learning framework to investigate changes in non-native signing deaf children’s narrative renditions before (Time 1) and after (Time 2) a single viewing of a signing adult’s rendition of the same story. The deaf adult model rendered the picture book Goodnight Gorilla in American Sign Language (ASL) with the pages of the book displayed behind her. We analyzed the details children aged 6–13 years included within their narratives and how they rendered those details. Specifically, we compared their use of depicting constructions (DCs), constructed action (CA), simultaneous use of both DCs and CA, and only lexical signs before and after viewing the model. The deaf adult predominantly and equally used CA and constructed actin paired with DCs and rarely used lexical signs alone during her rendition. After watching the adult rendition, children’s renditions were longer and they included more details. Children increased their use of DCs, CA, and to a lesser extent, combinations of DCs and CA. However, half of the children never used DCs paired with CA. Suggestions for pairing ASL content standards with viewings of deaf adult sign language models are discussed.

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Trussell, J. W., and S. R. Easterbrooks. "The Effect of Enhanced Storybook Interaction on Signing Deaf Children's Vocabulary." Journal of Deaf Studies and Deaf Education 19, no. 3 (December 16, 2013): 319–32. http://dx.doi.org/10.1093/deafed/ent055.

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Lesch, Heather, Kimberly Burcher, Tracy Wharton, Reshawna Chapple, and Kiara Chapple. "Barriers to healthcare services and supports for signing deaf older adults." Rehabilitation Psychology 64, no. 2 (May 2019): 237–44. http://dx.doi.org/10.1037/rep0000252.

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Bishop, Michele. "Signing in Puerto Rican: A Hearing Son and His Deaf Family." Sign Language Studies 12, no. 3 (2012): 446–49. http://dx.doi.org/10.1353/sls.2012.0002.

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Vincent, Claude, François Bergeron, Mathieu Hotton, and Isabelle Deaudelin. "Message Transmission Efficiency Through Five Telecommunication Technologies for Signing Deaf Users." Assistive Technology 22, no. 3 (August 25, 2010): 141–51. http://dx.doi.org/10.1080/10400430903519928.

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Andin, Josefine, Peter Fransson, Örjan Dahlström, Jerker Rönnberg, and Mary Rudner. "The neural basis of arithmetic and phonology in deaf signing individuals." Language, Cognition and Neuroscience 34, no. 7 (June 5, 2019): 813–25. http://dx.doi.org/10.1080/23273798.2019.1616103.

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Davis, Lennard J. "Signing in Puerto Rican: A hearing son and his deaf family." Latino Studies 8, no. 4 (December 2010): 569–71. http://dx.doi.org/10.1057/lst.2010.40.

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Meyers, John E., and James W. Bartee. "Improvements in the Signing Skills of Hearing Parents of Deaf Children." American Annals of the Deaf 137, no. 3 (1992): 257–60. http://dx.doi.org/10.1353/aad.2012.0462.

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Want, Stephen C., and Merideth Gattis. "Are “late-signing” deaf children “mindblind”? Understanding goal directedness in imitation." Cognitive Development 20, no. 2 (April 2005): 159–72. http://dx.doi.org/10.1016/j.cogdev.2004.12.003.

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Journal articles on the topic 'Signing deaf'

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