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date: 15 November 2019

Abstract and Keywords

Vocabulary knowledge is fundamental to communication, language learning, and acquiring knowledge of the world. Deaf and hard-of-hearing (DHH) children face considerable challenges in acquiring age-appropriate vocabulary knowledge. The enhancement of children’s vocabulary knowledge is therefore one of the cornerstones in early-intervention programs and schools for DHH children. In this chapter, the empirical evidence on DHH children’s vocabulary development in spoken language and sign language is reviewed. Next, the environmental and child variables (e.g., cognitive skills) that affect children’s vocabulary acquisition are described. We then discuss direct and indirect approaches to vocabulary instruction in raising and educating DHH children.

Keywords: vocabulary, spoken language, sign language, interventions, deaf children

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