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Speech and language development in a parent-infant total communication program.

In the program described, the use of total communication (TC) did not impede speech development in preschool deaf children. Evidence indicates that sign language facilitated the young hearing-impaired child's acquisition of communicative oral speech. Exposure to sign language combined with speech enhanced the meaningfulness of residual hearing and lipreading. Milestones in sign language acquisition paralleled the milestones of spoken language. Young hearing-impaired TC children appeared to learn and express more language at an earlier age than is typical of orally trained hearing-impaired children. This implies that their cognition may not be as severely inhibited because their language acquisition is less severely delayed. This should have favorable consequences for later educational and social development. The families In the TC program were able to normalize their child-rearing activities and relationships.

Child Language↗
PubMed1989

Language development from six to twelve.

This article has shown that the elementary school years are vital for the growth of linguistic skills. During this period children go from a relatively rudimentary understanding of syntax and grammar to a very sophisticated appreciation of the complexities of language. Syntactic skills also are increasing during these years, particularly the ability to understand factitive verbs and complicated prepositions and conjunctions. Additionally, the child is developing a greater awareness of what language is and how to manipulate and use it. This allows the youngster greater flexibility in dealing with metaphors, poetry, and linguistic interpretation. A child's expressive skills improve during the elementary years; both the ability to narrate events and to provide appropriate information is increasing dramatically. The child progresses from learning to write sentences to producing long term papers and sophisticated reports. Also, it has been shown that children who have problems in these areas are at risk for academic failure and social isolation. Pediatricians play a significant role in identifying children with such problems. Often children are not discovered by teachers who are overwhelmed by large classes or encumbered with a complicated curriculum. Fortunately, physicians come in contact with children regularly and, by asking the right questions and inquiring about school progress, they can often determine if a child needs further assessment. In addition, instruments have been specifically designed to enable physicians to assess the age-appropriateness of a child's linguistic skills. By using specific subtests physicians can quickly determine whether a child's receptive, expressive, or syntactical skills are intact.(ABSTRACT TRUNCATED AT 250 WORDS)

Auditory Perceptual Disorders↗