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Minimizing the Impact of Language Deprivation and Limited Access to Role Models on Deaf Identity Development in Children and Young Adults: Global Perspectives for Positive Change

Goedele A. M. De Clerck and Debbie Golos

in Deaf Identities: Exploring New Frontiers

Published in print:
2019
Published Online:
November 2019
ISBN:
9780190887599
eISBN:
9780190091989
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190887599.003.0009
Subject:
Psychology, Developmental Psychology, Social Psychology

The implications of language deprivation for identity development in deaf people are not frequently treated in the literature. For this chapter, a deaf anthropologist/social scientist and a hearing ... More


Current Research on the Acquisition of Language in Children Who Are Deaf and Hard of Hearing

Susan R. Easterbrooks

in Language Learning in Children Who Are Deaf and Hard of Hearing

Published in print:
2021
Published Online:
October 2021
ISBN:
9780197524886
eISBN:
9780197524916
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780197524886.003.0003
Subject:
Psychology, Developmental Psychology

This chapter covers current research to support several basic contentions. First, better language leads to better outcomes in all domains; second, limited language has consequences for school ... More


Developing Sign Language Measurements for Research With Deaf Populations

Jon Henner, Robert Hoffmeister, and Jeanne Reis

in Research in Deaf Education: Contexts, Challenges, and Considerations

Published in print:
2017
Published Online:
July 2017
ISBN:
9780190455651
eISBN:
9780190686178
Item type:
chapter
Publisher:
Oxford University Press
DOI:
10.1093/oso/9780190455651.003.0007
Subject:
Psychology, Developmental Psychology

Limited choices exist for assessing the signed language development of deaf and hard of hearing children. Over the past 30 years, the American Sign Language Assessment Instrument (ASLAI) has been one ... More


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