A semantic analysis of signed communication in an activity-based classroom for preschool children who are deaf

Language, Speech, and Hearing Services in Schools

Volumn 27, Issue 1, 1996, Pages 57-66

  Marvin, Chris ^a   Kasal, Kathleen R ^b  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b Iowa School for the Deaf   (United States)

Author keywords

Deaf; Preschool; Semantics; Topics

Indexed keywords

EID: 0030534306     PISSN: 01611461     EISSN: None     Source Type: Journal    
DOI: 10.1044/0161-1461.2701.57     Document Type: Article

References (44)

1. Boehm, A. (1971). Boehm Test of Basic Concepts. New York: Psychological Corp.
2. Bollard, P. (1984). A flexible infant and nursery program. In D. Ling (Ed.), Early intervention for hearing-impaired children: Total communication options (pp. 53-122). San Diego: College-Hill Press.
3. Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.
4. Bricker, D., & Cripe, J. (1992). An activity-based approach to early intervention. Baltimore, MD: Paul H. Brookes.
5. Brinich, P. (1980). Childhood deafness and maternal control. Journal of Communication Disorders, 12, 75-81.
6. Carta, J., Schwartz, I., Atwater, J., & McConnell, S. (1991). Developmentally appropriate practice: Appraising its usefulness for young children with disabilities. Topics in Early Childhood Special Education, 11(1), 1-20.
7. Clark, T., & Watkins, S. (1985). The SKI*HI Model: Programming for hearing impaired infants through home intervention (4th ed.). Logan, UT: SKI*HI Institute.
8. Cross, T., Johnson-Morris, J., & Nienhuys, T. (1980). Linguistic feedback and maternal speech: Comparison of mothers addressing hearing and hearing impaired children. First Language, 1, 163-189.
9. Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, MN: American Guidance Service.
10. Foster, S. (1983). Topic and development of discourse structure. Volta Review, 85(5), 44-54.
11. Foster, S. (1986). Learning discourse topic management in the preschool years. Journal of Child Language, 13, 231-250.
12. Gardner, M. (1979). Expressive One-Word Picture Vocabulary Test. San Rafael, CA: Academic Therapy Publications.
13. Garvey, C. (1977). Play. Cambridge: Harvard University Press.
14. Grammatico, L., & Miller, S. (1974). Curriculum for the preschool deaf child. Volta Review, 79, 19-26.
15. Gustason, G. (1990). Signing exact English. In H. Bornstein (Ed.), Manual communication: Implications for education (pp. 108-127). Washington, DC: Gallaudet University Press.
16. Hart, B., & Rogers-Warren, A. (1978). A milieu approach to teaching language. In R. Schiefelbusch (Ed.), Language intervention strategies (Vol. 2, pp. 192-235). Baltimore, MD: University Park Press.
17. Hoffmeister, R. (1990). ASL and its implications for education. In H. Bornstein (Ed.), Manual communication: Implications for education (pp. 81-107). Washington, DC: Gallaudet University Press.
18. Hurtig, R. (1977). Toward a functional theory of discourse. In R. O. Freedle (Ed.), Discourse production and comprehension (Discourse processes: Advances in research and theory, Vol. 1, pp. 89-106). Norwood, NJ: Ablex Publishing.
19. Keenan, E., & Schieffelin, B. (1976). Topic as a discourse notion: A study of topic in the conversation of children and adults. In C. N. Li (Ed.), Subject and topic (pp. 337-383). New York: Academic Press.
20. Kenworthy, O. T. (1986). Caregiyer-child interaction and language acquisition of hearing impaired children. Topics in Language Disorders, 6(3), 1-11.
21. Kretschmer, R., & Kretschmer, L. (1978). Language development and intervention with the hearing impaired. Baltimore, MD: University Park Press.
22. Lahey, M. (1988). Language disorders and language development. New York: Macmillan Publishing.
23. Ling, D. (1984). Early intervention for hearing-impaired children: Total communication options. San Diego: College-Hill Press.
24. Lucariello, J. (1990). Freeing talk from the here-and-now: The role of event knowledge and maternal scaffolds. Topics in Language Disorders, 10(3), 14-29.
25. Lynch, E., Widley, R., & Johnson, J. (1988). Teacher language styles in early childhood education. Teacher Education and Special Education, 11(1), 20-24.
26. MacLure, M., & French, P. (1981). A comparison of talk at home and at school. In G. Wells (Ed.), Learning through interaction: The study of language development. Cambridge: Cambridge University Press.
27. Manolson, A. (1985). It takes two to talk - a Hanen early language parent guide book. Toronto: Hanen Early Language Resource Centre.
28. Marvin, C. (1994). Cartalk! Conversational topics of preschool children en route home from school. Language, Speech, and Hearing Services in Schools, 25(3),146-155.
29. Marvin, C., Beukelman, D., Brockhous, J., & Kast, L. (1994). "What are you talking about?" A semantic analysis of preschool children's conversational topics in home and preschool settings. Augmentative and Alternative Communication, 10(2), 75-86.
30. McAnally, P., Rose, S., & Quigley, S. (1994). Language learning practices with deaf children (2nd ed.). Austin, TX: Pro-Ed.
31. Mentis, P. (1991). Topic management in the discourse of normal and language-impaired children. Journal of Childhood Communication Disorders, 14(1), 45-66.
32. Miller, J., & Chapman, R. (1991). SALT: Systematic analysis of language transcripts. Madison, WI: Language Analysis Lab, University of Wisconsin.
33. Moeller, M. P., Osberger, M., & Morford, J. (1987). Speech-language assessment and intervention with preschool hearing impaired children. In J. Alpiner & P. McCarthy (Eds.), Aural rehabilitation of hearing impaired adults and children (pp. 163-187). Baltimore, MD: Williams & Wilkins.
34. Nelson, K. (Ed.). (1986). Event knowledge. Hillsdale, NJ: Erlbaum.
35. Ostrosky, M., & Kaiser, A. (1991). Preschool classroom environments that promote communication. Teaching Exceptional Children, 23(4), 6-10
36. Reynell, J., & Gruber, C. (1990). Reynell Developmental Language Scales (U.S. edition). Los Angeles: Western Psychological Services.
37. Schirmer, B. (1985). An analysis of the language of young hearing-impaired children in terms of syntax, semantics and use. American Annals of the Deaf, 130(1), 15-19.
38. Siegel, L., & Cunningham, C. (1984). Social interactions: A transactional approach with illustrations from children with developmental problems. In A. Doyle, D. Gold, & D. Moskowitz (Eds.), Children and families under stress: New directives for child development (pp. 85-98). San Francisco: Jossey-Bass.
39. Tawney, J., & Gast, D. (1984). Single subject research in special education. Columbus, OH: Merrill Publishing.
40. Wanska, S., & Bedrosian, J. (1986). Topic and communicative intent in mother-child discourse. Journal of Child Language, 13, 523-535.
41. Wechsler, D. (1989). Wechsler Preschool and Primary Scales of Inteligence-Revised. New York: Psychological Corp.
42. Weikart, D., Rogers, L., Adcock, C., & McClelland, D. (1971). The cognitively oriented curriculum. Urbana, IL: University of Illinois Press.
43. Weiss, R. (1981). INREAL intervention for language handicapped and bilingual children. Journal for the Division of Early Childhood, 4, 40-52.
44. Wood, D., Wood, H., Griffiths, A., & Howarth, I. (1986). Teaching and talking with deaf children. New York: John Wiley & Sons.