The Influence of Deviant Maternal Input on the Development of Language During the Preschool Years

1979 ◽  
Vol 22 (3) ◽  
pp. 581-603 ◽  
Author(s):  
Naomi B. Schiff
Keyword(s):  
Language Development ◽  
Normal Hearing ◽  
Normal Model ◽  
Grammatical Morphemes ◽  
Deaf Parents ◽  
Maternal Input ◽  
Normal Language ◽  
Development Of Language ◽  
Syntactic Relations ◽  
Hearing Children

Language development of five two-year-old hearing children of deaf parents was studied longitudinally. These results were compared with the normal language developmental literature, and analyzed in relation to the form of the mothers' oral input. Three of the deaf mothers were less than 15% intelligible and their MLU was less than 2.0. The children spent less than 20 hours weekly with normal speakers. Frequency and proportion measurements were used to compare these children’s utterances with those of children from normal-hearing households studied by Lois Bloom and Roger Brown. The observed children’s utterances contained similar categories of semantic-syntactic relations and as many syntactic utterance types as children from hearing households. Furthermore, the children were appropriately acquiring grammatical morphemes in relation to their MLU. The overwhelming majority of the children’s utterances adhered to a subject-verb-object order of constituents, and discourse interaction (the ability to add information to another’s utterance) was developing. The results indicate that children, when cognitively ready, need little exposure to the normal model language to learn to speak during the early stages of development.

Some Phonological Characteristics of the Speech of Normal-Hearing Children of Deaf Parents

1985 ◽  
Vol 28 (4) ◽  
pp. 466-474 ◽  
Author(s):  
Naomi B. Schiff-Myers ◽  
Harriet B. Klein
Keyword(s):  
Normal Hearing ◽  
Phonological Processes ◽  
Deaf Parents ◽  
Similarities And Differences ◽  
Hearing Children ◽  
Speech Model ◽  
Stress Patterns ◽  
Normal Speaking

Articulation and stress patterns of 5 hearing children of deaf parents were studied. The children's phonological processes were compared with those of children from normal-speaking homes and with those of their deaf mothers to identify similarities and differences. The phonological processes used most frequently by these children were those that have been identified as common processes among children from hearing homes. None of the children adopted, with any frequency, the less typical productions found in their mother's speech. This was also true for one of the children who was observed to produce articulation and stress patterns resembling "deaf" speech. Possible factors relating to the children's adoption of the standard speech model rather than deaf speech are discussed.

Use of code-mixing by young hearing children of Deaf parents

2016 ◽  
Vol 20 (5) ◽  
pp. 947-964 ◽  
Author(s):  
LAURA KANTO ◽  
MARJA-LEENA LAAKSO ◽  
KERTTU HUTTUNEN
Keyword(s):  
Language Development ◽  
Sign Language ◽  
Spoken Language ◽  
Pragmatic Development ◽  
Simultaneous Production ◽  
Code Mixing ◽  
Deaf Parents ◽  
Hearing Children

In this study we followed the characteristics and use of code-mixing by eight KODAs – hearing children of Deaf parents – from the age of 12 to 36 months. The children's interaction was video-recorded twice a year during three different play sessions: with their Deaf parent, with the Deaf parent and a hearing adult, and with the hearing adult alone. Additionally, data were collected on the children's overall language development in both sign language and spoken language. Our results showed that the children preferred to produce code-blends – simultaneous production of semantically congruent signs and words – in a way that was in accordance with the morphosyntactic structure of both languages being acquired. A Deaf parent as the interlocutor increased the number of and affected the type of code-blended utterances. These findings suggest that code-mixing in young bimodal bilingual KODA children can be highly systematic and synchronised in nature and can indicate pragmatic development.

scholarly journals Communication Development of Preschool Children with Insufficient Development of Language System

2015 ◽  
Vol 3 ◽  
pp. 24
Author(s):  
Irina Cupere
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Theoretical Aspect ◽  
Language Disorders ◽  
Communication Development ◽  
Language System ◽  
Narrative Skills ◽  
Normal Language ◽  
Development Of Language ◽  
Speech And Language Disorders

This article explores communication development of preschool children with insufficient development of the language system. Children who have speech and language disorders have problems with interaction between persons in society, because they have poor narrative skills. Theoretical aspect is analyzed about communication development differences in preschool children with normal language development and with insufficient development of the language system.

Communication Problems in Hearing Children of Deaf Parents

1976 ◽  
Vol 41 (3) ◽  
pp. 348-358 ◽  
Author(s):  
Naomi B. Schiff ◽  
Ira M. Ventry
Keyword(s):  
Hearing Loss ◽  
Language Development ◽  
Oral Language ◽  
Normal Hearing ◽  
Speech And Language ◽  
Oral Language Development ◽  
Communication Problems ◽  
Language Difficulty ◽  
Deaf Parents ◽  
Language Problems

Fifty-two children who had deaf parents and were thought to have normal hearing were evaluated for speech, hearing, and language problems. Standardized tests, audiological evaluations, and informal conversation and play techniques were used. Of the 52 children of deaf parents, less than half were considered to be developing speech and language normally and 12% had previously undiagnosed hearing loss. The prevalence of speech and language problems and hearing losses is higher in this population than in the population at large. The children appeared to be using two systems to communicate, one with hearing people and one with the deaf. Of the children having some speech and language difficulty, approximately half had problems that were not associated with other known physiological or environmental factors that might affect speech and language. Although there were no children of intelligible mothers who had speech and language problems, there were children developing normally who had parents whose speech intelligibility was poor. Contrary to indications in the literature, speech and language problems did not disappear after the children entered school. A large number of school-age children as well as preschoolers appeared to be having speech and language problems. The amount of time spent with hearing adults during the preschool years or the presence of older normal-hearing and -speaking siblings did not seem related to speech and language difficulty. However, when an elder sibling had speech and language difficulty, the younger siblings tended to have similar problems. The relationship between sign and oral language development is ambiguous, but there is no indication that the use of sign language deters oral language development. In view of the high incidence of communication problems in this population, annual audiological evaluations and counseling of deaf parents concerning aspects of hearing loss and normal language development are recommended. The problems encountered in providing therapy are discussed.

Linguistic Performance of Hard-of-Hearing and Normal-Hearing Children

1974 ◽  
Vol 17 (2) ◽  
pp. 286-293 ◽  
Author(s):  
Joseph Wilcox ◽  
Henry Tobin
Keyword(s):  
Public School ◽  
Language Development ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Control Group ◽  
Grammatical Form ◽  
Linguistic Performance ◽  
Hearing Children ◽  
Experimental Group ◽  
Repetition Task

A repetition task was employed to investigate syntactic patterns of hard-of-hearing children. The subjects were 11 students enrolled in public-school classes for the hard-of-hearing. A matching control group of normal-hearing children was selected from the same schools. It was found that both groups tended to use grammatical constructions rather than nongrammatical approximations. The hard-of-hearing group, however, achieved significantly lower means in each grammatical form tested, and tended to substitute simpler forms. This lower level of performance seemed to represent a difference of degree rather than kind, as the experimental group displayed linguistic performance similar to the control group but showed a general delay in language development.

Language learning with restricted input: Case studies of two hearing children of deaf parents

1981 ◽  
Vol 2 (1) ◽  
pp. 33-54 ◽  
Author(s):  
Jacqueline Sachs ◽  
Barbara Bard ◽  
Marie L. Johnson
Keyword(s):  
Language Development ◽  
Language Learning ◽  
Case Studies ◽  
School Performance ◽  
Nursery School ◽  
Younger Child ◽  
Deaf Parents ◽  
Linguistic Input ◽  
Hearing Children

ABSTRACTTwo hearing children of deaf parents (initially 3;9 and 1;8) had been cared for almost exclusively by their mother, who did not speak or sign to them. Though the older child had heard language from TV and briefly at nursery school, his speech was below age level and structurally idiosyncratic. Intervention led to improvement in his expressive abilities, and by 4;2 the deviant utterance patterns had disappeared. In later years, his spontaneous speech and school performance were normal, though language testing revealed some weak areas. The younger child initially used no speech, but acquired language normally after intervention, with his brother as model. Implications for understanding the role of linguistic input in language development are discussed.

Sign in / Sign up

Export Citation Format

Share Document