Early Visual Language Exposure and Emergent Literacy in Preschool Deaf Children Findings From a National Longitudinal Study

Early Visual Language Exposure and Emergent Literacy in Preschool Deaf Children : Findings From a National Longitudinal Study

A BRIEF REVIEW is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual langua...

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Bibliographische Detailangaben
Veröffentlicht in:American Annals of the Deaf. - Convention of American Instructors of the Deaf. - 159(2014), 4, Seite 346-358
1. Verfasser: Allen, Thomas E. (VerfasserIn)
Weitere Verfasser: Letteri, Amy, Choi, Song Hoa, Dang, Daqian
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2014
Zugriff auf das übergeordnete Werk:American Annals of the Deaf
Schlagworte:age of ASL acquisition literacy preschool deaf children alphabetic knowledge reading and bilingualism Linguistics Health sciences Behavioral sciences Social sciences
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520 |a A BRIEF REVIEW is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of literacy. Four analyses of data from the Visual Language and Visual Learning (VL2) Early Education Longitudinal Study are summarized. Each confirms findings from previously published laboratory findings and points to the positive effects of early sign language on, respectively, letter knowledge, social adaptability, sustained visual attention, and cognitive-behavioral milestones necessary for academic success. The article concludes with a consideration of the qualitative similarity hypothesis and a finding that the hypothesis is valid, but only if it can be presented as being modality independent. 
540 |a © 2014 Conference of Educational Administrators of Schools and Programs for the Deaf 
650 4 |a age of ASL acquisition 
650 4 |a literacy 
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650 4 |a alphabetic knowledge 
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650 4 |a Linguistics  |x Language  |x Nonverbal languages  |x Sign languages  |x American sign language 
650 4 |a Health sciences  |x Medical conditions  |x Diseases  |x Ear diseases  |x Hearing disorders  |x Hearing loss  |x Deafness 
650 4 |a Behavioral sciences  |x Sociology  |x Human societies  |x Social institutions  |x Families  |x Family members  |x Parents 
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650 4 |a Behavioral sciences  |x Psychology  |x Developmental psychology  |x Child psychology  |x Child development  |x SPECIAL ISSUE, PART 1. YE WANG AND JEAN ANDREWS, EDITORS 
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700 1 |a Choi, Song Hoa  |e verfasserin  |4 aut 
700 1 |a Dang, Daqian  |e verfasserin  |4 aut 
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