Examining signed language challenges of early- and late-exposed deaf children.
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| Title: | Examining signed language challenges of early- and late-exposed deaf children. |
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| Authors: | Quinto-Pozos, David1 (AUTHOR), McCann, James P2 (AUTHOR), Athreya, Maya1 (AUTHOR), Tuppen, Lauren Kelley3 (AUTHOR), Barnett, Cara4 (AUTHOR), Rosenthal, Veronica5 (AUTHOR), Stewart, Julie6 (AUTHOR) |
| Source: | Journal of Deaf Studies & Deaf Education. Jul2026, Vol. 31 Issue 3, p397-412. 16p. |
| Subject Terms: | *Education of the deaf, *Research methodology, *Comparative studies, *Sign language, *Language acquisition, *Children, Patients' families, Cross-sectional method, Medical personnel, Statistical sampling, Descriptive statistics, Data analysis software |
| Abstract: | Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10814159 |
| DOI: | 10.1093/jdsade/enaf083 |
