- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Preface
- Contributors
- Notes
- Introduction
- Perspectives on the History of Deaf Education
- Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students
- Curriculum: Cultural and Communicative Contexts
- Educational Consequences of Alternative School Placements
- Early Intervention: Birth to Three
- Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needs
- Processes and Components of Reading
- Approaches to Reading Instruction
- Writing: Characteristics, Instruction, and Assessment
- Bilingualism and Literacy
- Deaf Communities
- Peer Interactions of Deaf and Hard-of-Hearing Children
- Social and Emotional Development of Deaf Children: Family, School, and Program Effects
- Parent–Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants
- Mental Health and Deaf Adults
- The Development of American Sign Language and Manually Coded English Systems
- Development of Spoken Language by Deaf Children
- Expressing Meaning: From Prelinguistic Communication to Building Vocabulary
- The Role of Cued Speech in Language Development of Deaf Children
- Formal and Informal Approaches to the Language Assessment of Deaf Children
- Assessing Children’s Proficiency in Natural Signed Languages
- Origins of Sign Languages
- Sign Language Structures
- Modality and the Structure of Language: Sign Languages Versus Signed Systems
- Interpreters and Interpreter Education
- The Neural Systems Underlying Sign Language
- Speech Perception and Spoken Word Recognition
- Advances in the Genetics of Deafness
- Technologies for Communication: Status and Trends
- Screening and Assessment of Hearing Loss in Infants
- Cochlear Implants: Advances, Issues, and Implications
- Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues
- Cognitive Functioning in Deaf Adults and Children
- Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals
- Epilogue: What We Know, What We Don’t Know, and What We Should Know
- Author index
- Subject Index
Abstract and Keywords
This chapter reviews research on the development of American Sign Language, mostly in deaf children with deaf parents. It examines what we know about early aspects of development, including babbling, phonological development, early lexical development, gestures and pointing. Morphological development is described for verb agreement, the acquisition of classifiers, and facial grammar. It reviews the development of syntax and spatial mapping. The development of manually-coded English (MCE) systems is also examined, including lexical, grammatical, and morphological development in young children with a hearing loss.
Keywords: American Sign Language, pointing, verb agreement, babbling, manually-coded English, facial expression, phonological development, classifiers, morphological development, syntactic development, lexical development, deaf, hard-of-hearing, hearing loss
Brenda Schick Department of Speech, Language, & Hearing Sciences University of Colorado Boulder, CO
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- [UNTITLED]
- Oxford Library of Psychology
- About the Editors
- Preface
- Contributors
- Notes
- Introduction
- Perspectives on the History of Deaf Education
- Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students
- Curriculum: Cultural and Communicative Contexts
- Educational Consequences of Alternative School Placements
- Early Intervention: Birth to Three
- Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needs
- Processes and Components of Reading
- Approaches to Reading Instruction
- Writing: Characteristics, Instruction, and Assessment
- Bilingualism and Literacy
- Deaf Communities
- Peer Interactions of Deaf and Hard-of-Hearing Children
- Social and Emotional Development of Deaf Children: Family, School, and Program Effects
- Parent–Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants
- Mental Health and Deaf Adults
- The Development of American Sign Language and Manually Coded English Systems
- Development of Spoken Language by Deaf Children
- Expressing Meaning: From Prelinguistic Communication to Building Vocabulary
- The Role of Cued Speech in Language Development of Deaf Children
- Formal and Informal Approaches to the Language Assessment of Deaf Children
- Assessing Children’s Proficiency in Natural Signed Languages
- Origins of Sign Languages
- Sign Language Structures
- Modality and the Structure of Language: Sign Languages Versus Signed Systems
- Interpreters and Interpreter Education
- The Neural Systems Underlying Sign Language
- Speech Perception and Spoken Word Recognition
- Advances in the Genetics of Deafness
- Technologies for Communication: Status and Trends
- Screening and Assessment of Hearing Loss in Infants
- Cochlear Implants: Advances, Issues, and Implications
- Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues
- Cognitive Functioning in Deaf Adults and Children
- Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals
- Epilogue: What We Know, What We Don’t Know, and What We Should Know
- Author index
- Subject Index
