Hostname: page-component-74656f9884-6grmk Total loading time: 0 Render date: 2026-11-04T20:30:03.762Z Has data issue: false hasContentIssue false
  • English
  • Français

Mode use in deaf children: the effects of communication method and communication competence

Published online by Cambridge University Press:  28 November 2008

Mark T. Greenberg
Mark T. Greenberg*
Affiliation:
University of Washington
*
Mark T. Greenberg, Department of Psychology NI-25, University of Washington, Seattle, WA 98195
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examined the differential mode usage (speech, vocalize, gesture and sign) of profoundly deaf preschoolers and their hearing mothers as a function of their level of communicative competence (high vs. low) and method of communication (simultaneous vs. oral). Language and mode use of twenty-eight hearing mother/deaf child dyads (equally divided into oral and simultaneous dyads) were recorded during free play. Findings indicated significant mode use differences as a result of both method of communication and level of competence within each method. Bimodal or simultaneous use of modes was related to both higher communicative competence in both oral and simultaneous children and specific pragmatic types of communication. Findings are discussed in relation to both theoretical and applied issues in understanding early childhood deafness.

Information

Type
Articles
Information
Applied Psycholinguistics , Volume 1 , Issue 1 , February 1980 , pp. 65 - 79
Copyright
Copyright © Cambridge University Press 1980

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

REFERENCES

Alpern, G. D., & Boll, T. J.The Developmental Profile. Indianapolis, Ind.: Psychological Development Publications, 1972.Google Scholar
Bates, E.Language in context. New York: Academic Press, 1976.Google Scholar
Carr, M. J. Communicative behavior of 3-and-4 year-old deaf children. Unpublished doctoral dissertation, Columbia University, 1971.Google Scholar
Collins, J. L. Communication between deaf children of preschool age and their mothers. Unpublished doctoral dissertation, University of Pittsburgh, 1969.Google Scholar
Dore, J.A pragmatic description of early language development. Journal of Psycholinguistic Research. 1974, 3, 343–350.CrossRefGoogle Scholar
Dore, J., Gearhart, M., & Newman, D. The structure of nursery school conversation. In Nelson, K. (Ed.), Children's Language, Volume I. New York: Gardner Press, 1978.Google Scholar
Goldin-Meadow, S., & Feldman, H.The creation of a communication system: A study of deaf children of hearing parents. Sign Language Studies. 1975, 8, 225–236.CrossRefGoogle Scholar
Greenberg, M. T. Attachment behavior, communicative competence, and parental attitudes in preschool deaf children. Unpublished doctoral dissertation, University of Virginia, 1978.Google Scholar
Greenberg, M. T. Social interaction between deaf preschoolers and their mothers: The effects of communication method and communication competence. Submitted for publication, 1979.CrossRefGoogle Scholar
Greenberg, M. T., & Marvin, R. S.Patterns of attachment in profoundly deaf preschool children. Merrill-Palmer Quarterly, 1979, 25, 265–279.Google Scholar
Heider, F., Heider, G., & Sykes, J.A study of the spontaneous vocalizations of fourteen deaf children. Volta Review, 1941, 43, 10–14.Google Scholar
Jensema, C. J., Karchmer, M. A., & Trybus, R. J. The rated speech intelligibility of hearing-impaired children: Basic relationships and detailed analysis. Series R, Number 6, Washington, D. C.: Gallaudet College, Office of Demographic Studies, 1978.Google Scholar
Jordan, I. K., Gustason, G., & Rosen, R.Current communications trends at programs for the deaf. American Annals of the Deaf, 1976, 121, 527–532.Google ScholarPubMed
Kogan, K. L., Wimberger, H. C., & Bobbit, R. A.Analysis of mother-child interaction in young mental retardates. Child Development, 1969, 40, 799–812.CrossRefGoogle ScholarPubMed
Levine, E. S.The psychology of deafness. New York: Columbia University Press, 1960.Google Scholar
Lewis, M. M.The beginning of reference to past and future in a child's speech. British Journal of Educational Psychology. 1937, 7, 39–56.CrossRefGoogle Scholar
Ling, D., Ling, A. H., & Pflaster, G.Individualized educational programming for hearingimpaired children. The Volta Review, 1977, 79, 204–230.Google Scholar
Looney, P. An analysis of verbal and non-verbal interaction patterns between hearing mothers and their preschool hearing-impaired children. Unpublished doctoral dissertation, University of Pittsburgh, 1974.Google Scholar
Luterman, D. M.A comparison of language skills of hearing-impaired children trained in a visual/oral method and an auditory/oral method. American Annals of the Deaf, 1976, 121, 389–393.Google Scholar
McKay, D.Information, mechanism, and meaning. Cambridge: MIT Press, 1969.CrossRefGoogle Scholar
Moores, D.Educating the Deaf. Boston: Houghton Mifflin Co., 1978.Google Scholar
Nelson, K.Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 1973, 38. serial no. 149.CrossRefGoogle Scholar
Northcott, W. Integrating the pre-primary hearing-impaired child. In Guralnick, M. (Ed.), Early interaction and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press, 1978.Google Scholar
Schlesinger, H. S. The acquisition of bimodal language. In: Schlesinger, I. M. & Namir, L. (Eds.), Sign Language for the Deaf. New York: Academic Press, 1978.Google Scholar
Schlesinger, H. S., & Meadow, K. P.Sound and sign: Childhood deafness and mental health. Berkeley: University of California Press, 1972.Google Scholar
Skarakis, E. A., & Prutting, C. A.Early communication: semantic functions and communicative intentions in the communication of the preschool child with impaired hearing. American Annals of the Deaf. 1977, 122, 382–391.Google ScholarPubMed
Tervoort, B. T.Esoteric symbolism in the communication behavior of young deaf children. American Annals of the Deaf. 1961, 106, 436–480.Google Scholar
Tervoort, B. T.Developmental features of visual communication. Oxford: North Holland Publishing Co., 1975.Google Scholar