Language acquisition and prelingual deafness Prelingual deafness

1 language acquisition , prelingual deafness

1.1 speech acquisition

1.1.1 cochlear implants


1.2 sign language acquisition

1.2.1 reading , short-term memory
1.2.2 children of deaf parents


1.3 neuropsychological function
1.4 sociocultural factors
1.5 intervention

language acquisition , prelingual deafness
speech acquisition

deaf children not acquire speech same hearing children because cannot hear language spoken around them. in normal language acquisition, auditory comprehension precedes development of language. without auditory input, person prelingual deafness forced acquire speech visually through lip-reading. acquiring spoken language through lip-reading alone challenging deaf child because not accurately represent speech sounds. likelihood of deaf child learning speak based on variety of factors including: ability discriminate between speech sounds, higher average non-verbal iq, , higher socioeconomic status. despite being fitted hearing aids or provided oral instruction , speech therapy @ young age, prelingually deaf children unlikely ever develop perfect speech , speech-reception skills. researchers conclude deaf children taught exclusively through spoken language appear pass through same general stages of language acquisition hearing peers without reaching same ultimate level of proficiency. spoken language may develop prelingually deaf children severely delayed.

cochlear implants

speech perception can corrected prior language acquisition cochlear implants. after year , half experience, researchers found deaf culture able identify words , comprehend movements of others lips. there greater opportunity hear sound depending on location of electrodes compared tissue , number of remaining neurons located in auditory system. in addition, individual capacities neural supply cochlea play role in process of learning cochlear implantation.

research has continuously found implantation leads better performance older implantation. studies continue show children prelingual deafness able interact in society comfortably when implantation occurs before age of five. speech production slower procedure in beginning since creating words requires more effort. children had 2 years experience cochlear implants able generate diphthongs , sound out vowels. develop skills understand more information put letters.

cochlear implants give deaf individuals chance understand auditory messages. progress analyzed after several groups of children given vocabulary , language tests. after 3 years of practice, children devices did children had no previous issues hearing. specifically, cochlear implants allow children prelingual deafness acquire skills similar children minimal or no residual hearing.

sign language acquisition

the ability acquire speech not same ability acquire language. population’s primary means of communication produced orally; however, speech , language dissociative factors. although biologically equipped use language, not biologically limited speech. child has no access spoken language readily acquires sign language, , children deprived of both oral , sign language invent own gestural communication system.

there innate desire produce language in both hearing , deaf population. babies vocalize communicate. deaf children have not been exposed sign language create own gesture communication known homesign purpose of expressing feeling. term refers gestures being used deaf individuals reared in isolation other deaf signers. homesign viewed biological component of language because originates directly deaf child , because global occurrence, transcending culture.

sign language, such american sign language (asl), known form of communication linguistic both hearing , deaf individuals. deaf children learning sign language such asl go through series of language milestones birth through 1 year of age. these milestones similar of spoken language. deaf child aware of his/her environment, enjoys human interaction, smiles, , enjoys hand play birth 3 months of age. 3–6 months deaf child begins babble, referred finger babbling. these gestures of deaf children not have real meaning, more babble noises have meaning, more deliberate random finger flutters , fist clenches of hearing babies. (angier, 1991) between 6–12 months, deaf children use manual communication , communicate gestures, such pulling , pointing. many deaf children sign first word around 8 months , 10 or more signs 12 months.

reading , short-term memory

learning three-dimensional grammar, such in asl, boosts child’s visual , spatial abilities higher average levels. however, documented difficulty of learning read may result requirement of pre-existing oral language literacy. succeed @ learning read, deaf child must have strong language base upon. additionally, communication difficulties teacher can impair reading.

additionally, deaf children performed more poorly in short term memory spans written words in comparison age-matched hearing children simple because not familiar english words. short-term memory spans signs , fingerspelling reduced in comparison age-matched hearing children’s span spoken words. deaf children vary in developmental experience sign language, affects development of short-term memory processes. children begin language acquisition @ older ages and/or have limited language input during childhood have underdeveloped sign language skill, which, in turn, affects short-term memory development. however, linguistic element removed, deaf children performance equivalent age-matched hearing children on short term memory tasks.

children of deaf parents

mothers deaf model signs during face-to- face interactions deaf babies. mold hands of babies form shapes of signs. exaggerate facial expressions , provide models in direct line of vision of deaf babies. caregivers of both hearing children , deaf children reinforce child s attempts @ communication, encouraging further , more elaborate communication.

deaf students have deaf parents outperform deaf peers have hearing parents on every subtest of wisc-r performance scale. due fact deaf parents better prepared hearing parents meet learning needs of deaf child; thus, acquire language ‘on schedule’. additionally, deaf children of deaf parents pass through language development stages earlier because visual pathways myelinated @ earlier age comparable auditory pathways.

neuropsychological function

deaf children have enhanced perceptual skills compensate impaired auditory input, , continues throughout adulthood. congenitally deaf adults used sign language showed erps 5-6 times larger of hearing adults on left , right occipital regions , erps 2-3 times larger hearing participants on left temporal , parietal regions (which responsible linguistic processing). because both hearing , deaf adults using asl showed larger erps occipital regions, heightened response visual stimuli due knowing , using sign language , not due deafness.

both hearing , deaf adults using asl show larger erps on left right hemisphere. since left hemisphere responsible language, implies sign movement linguistically salient. movement processed on left side (language) implies right visual field stronger in deaf , hearing asl due hemispheric association being contralateral.

sociocultural factors

deaf children lower ses @ high risk not being exposed accessible language @ right time in childhood. because in countries poverty translates lack of access educational , clinical services expose deaf children language @ appropriate age.

academic achievement of deaf students predicted large extent same factors predict academic achievement of hearing students, such social class , presence of additional handicapping conditions. means deafness, itself, not determine academic success or failure rather interacts many other factors in complex ways.

early intervention

the deaf children of hearing parents may not have significant exposure language in childhood. because of sensory loss, these children perceive little of parents’ speech. because in cases parents not sign children not exposed conventional sign language. (meier) until recently, education of deaf emphasized speech training , deaf children not exposed sign language in school.

not being exposed accessible language @ time in childhood combined lack of access educational , clinical services expose deaf children language @ appropriate age factors contribute language acquisition of prelingually deaf individuals.