German deaf children’s understanding of referential distinction in written German and German sign language

Educational and Child Psychology

Volumn 24, Issue 4, 2007, Pages 59-76

  Mann, Wolfgang ^a  

^a CITY UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 76749136826     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (45)

1. Anthony, M. (2002). The role of American Sign Language and ‘conceptual wholes’ in facilitating language, cognition, and literacy. Unpublished doctoral dissertation, University of California, Berkeley.
2. Bizer, S. & Karl, A.K. (2002). Entwicklung eines Wortschatztests für gehörlose Kinder im Grundsculalter in Gebärden-, Schrift-, und Lautsprache. Unpublished doctoral dissertation, University of Hamburg, Hamburg, Germany.
3. Boys Braem, P. (1995). Einführung in die Gebärdensprache und ihre Erforschung, Hamburg: Signum.
4. Chamberlain, C. (2002). Reading skills of deaf adults who sign: Good and poor readers compared. Unpublished doctoral dissertation, McGill University, Montreal, Canada.
5. Corston-Oliver, S. & Gamon, M. (2004). Normalizing German and English inflectional morphology to improve statistical word alignment. In R.E. Frederking & K.B. Taylor (Eds.) Machine translation: From real users to research. Springer Verlag.
6. Cummins, J. (1987). Bilingualism, language proficiency, and metalinguistic development In P. Homel, M. Palij & D. Aaronson (Eds.) Childhood bilingualism: Aspects of linguistic, cognitive, and-social development (pp. 57–73). Hillsdale, NJ: Erlbaum.
7. Delgado, G.L. (2000). How are we doing? In K. Christensen & G.L. Deldago (Eds.) Deaf plus. A multicultural perspective (pp. 29–40). San Diego, CA: Dawn Sign Press.
8. Dubuisson, C., Parisot, A.M. & Vercaingne-Ménard, A. (in press). Bilingualism and deafness: Correlations between deaf students’ mastery of Quebec Sign Language (LSQ) and their performance in reading French. In C. Plaza-Pust & E. Moralez-Lopez (Eds.) Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations. Amsterdam: John Benjamins.
9. Eisenbeiss, S. (2002). Merkmalsgesteuerter grammatiker-werb. Unpublished dissertation. University of Düsseldorf.
10. Emmorey, K. (2002). Language, cognition and the brain. Insights from sign language research. Mahwah, NJ: Lawrence Erlbaum Associates.
11. Emmorey, K. & Falgier, B. (2004). Conceptual locations and pronominal reference in American Sign Language. Journal of Psycholinguistic Research, 33(4), 321–331.
12. Fehrmann, G., Huber, W., Jäger, L., Sieprath, H. & Werth (1995a). Linguistische konzeption des aachener tests zur basiskompetenz in Deutscher gebärdensprache (ATG), Manuskript, RWTH-Aachen, Germanistisches Institut & Neurologische Klinik, Projekt DESIRE.
13. Fehrmann, G., Huber, W., Jäger, L., Sieprath, H. & Werth (1995b). Aufbau des des aachener tests zur basiskompetenz in Deutscher gebärdensprache (ATG), Manuskript, RWTH-Aachen, Germanistisches Institut & Neurologische Klinik, Projekt DESIRE.
14. Gerner de Garcia, B. (1995). ESL Applications for Hispanic Deaf students. Bilingual Research Journal, 19(3–4), 453–467.
15. Gerner de Garcia, B. (2000). Meeting the needs of Hispano/Latino deaf students. In K.M. Christensen & G.L. Deldago (Eds.) Deaf plus. A multicultural perspective (pp. 149–198). San Diego, CA: Dawn Sign Press.
16. Grosse, K.D. (2004)(ed.), Hörbehinderte schülerinnen und schüler unterschiedlicher nationaler herkunft. Eine internationale herausforderung an die hörbehindertenpädagogik. Heidelberg: Universitätsverlag Winter GMBH.
17. Hakuta, K. (1987). Degree of bilingualism and cognitive ability in mainland Puerto Rico children. Child Development, 58, 1372–1388.
18. Haug, T. & Mann, W. (2005). Projekt Gebärden-sprachtest – Zwischenbericht über die entwicklung von testverfahren zur Deutschen gebärdensprache für gehörlose kinder und jugendliche im alter von 4–8 und 8–18 Jahren. Das Zeichen, 71, 370–381.
19. Herman, R., Holmes, S. & Woll, B. (1999). Assessing British sign language development: Receptive skills test. Coleford: Forrest Books Services.
20. Hoffmeister, R. (2000). A piece of the puzzle: American Sign Language and reading comprehension. In C. Chamberlain, J.P. Morford & R. Mayberry (Eds.) Language acquisition by eye (pp. 143–163). Mahwah, NJ: Erlbaum.
21. Hoppe, L. (2004). Kommunikative situation hörgeschädigter kinder nichtdeutscher herkunftssprache. In K.D. Grosse (Ed.) Hörbehinderte schülerinnen und schüler unterschiedlicher nationaler herkunft. Eine internationale herausforderung an die hörbehindertenpädagogik (pp. 77–92). Heidelberg: Universitätsverlag Winter GMBH.
22. Johnston, T. (2004). The assessment and achievement of proficiency in a native sign language within a bilingual program: The Pilot Auslan Receptive Skills Test. Deafness and Education International, 6(2), 57–81.
23. Keller, J. (1998). Aspekte der raumnutzung in der Deutschen gebärdensprache. Hamburg: Signum.
24. Kuntze, M. (2004). Deaf bilingualism. Arguments for a paradigm shift in the investigation of literacy in deaf children. Unpublished doctoral dissertation, Stanford University, Palo Alto.
25. Leuninger, H. (2000). Mit den Augen lernen: Gebärdenspracherwerb. In H. Grimm (Ed.) Enzyk-lopädie der psychologie, Vol. 3: Sprachentwicklung (pp. 229–270). Göttingen: Hofgrefe.
26. Lillo-Martin, D. (1999). Modality effects and modularity in language acquisition: The acquisition of American Sign Language. In W. Ritchie & T. Bhatia (Eds.) Handbook of child language acquisition (pp. 531–567). San Diego, CA: Academic Press.
27. Marschark, M., Schick, B. & Spencer, P. (2005). Understanding sign language development in Deaf children. In B. Schick, M. Marschark & P. Spencer (Eds.) Advances in sign language development of deaf children (pp. 3–19). New York, NY: Oxford University Press.
28. Meier, R. (1982). Icons, analogues, and morphemes: The acquisition of verb agreement in American sign language. Doctoral dissertation. University of California, San Diego.
29. Meier, R. (2002). The acquisition of verb agreement: Pointing out arguments for the linguistic status of agreement in signed languages. In G. Morgan & B. Woll (Eds.) Directions in sign language acquisition (pp. 115–141). Amsterdam: John Benjamins.
30. Niederberger, N. (in press). Does the knowledge of a natural sign language facilitate deaf children’s learning to read and write? Insights from French sign language and written French data. In C. Plaza-Pust & E. Moralez-Lopez (Eds.) Sign bilingualism: Language development, interaction, and maintenance in sign language contact situations. Amsterdam: John Benjamins.
31. Niederberger, N. & Frauenfelder, U.H. (2005). Linguistic proficiency of the deaf bilingual child in French sign language and written French: What is the relation between the two? In A. Brugos, M. Clark-Cotton & S. Ha (Eds.) Proceedings of the 29th Boston University conference on language development (pp. 413–423). Somerville MA: Cascadilla Press.
32. Nover, S. (2002). Critical pedagogy in deaf education: Teachers’ reflection on implementing ASL/English bilingual methodology and language assessment for deaf learners. USDLC Star Schools Project Report 4. Retrieved October 2005 from http://www.nmsd.k12.nm.us/caeber/documents/year4.pdf
33. Padden, C. & Ramsey, C. (2000). American Sign Language and reading ability in deaf children. In C. Chamberlain, J. Morford & R. Mayberry (Eds.) Language acquisition by eye (pp. 165–190). Mahwah, NJ: Erlbaum Associates.
34. Prillwitz, S. (1989). Zum gebärdenspracherwerb gehörloser kinder. In K.H. Bausch & S. Grosse (eds.), Spracherwerb und sprachunterricht für gehörlose. Zielsetzungen und probleme (pp. 48–60). Tübingen: Niemeyer.
35. Pust, C.P. & Weinmeister, K. (2006). Narrative development in German sign language and written language: Developmental asynchronies and language contact. In R.M. Quadros (Ed.) TISLR 9 Congreso International de Aspectos Teóricos das Pesquisas nas Linguas de Sinais (pp. 165–177). Florianópolis SC: Lagoa Editora.
36. Prinz, P.M., Kuntze, M. & Strong, M. (2001). Variable factors in the relationship between American sign language (ASL) proficiency and English literacy acquisition in deaf children. Paper presented at the VIIIth International Congress for the Study of Child Language, San Sebastian, Spain, July 2001.
37. Prinz, P.M. & Strong, M. (2000). Is American sign language skill related to English literacy? In C. Chamberlain, J. Morford & R. Mayberry (Eds.) Language acquisition by eye (pp. 165–190). Mahwah, NJ: Erlbaum Associates.
38. Prinz, P.M., Strong, M. & Kuntze, M. (1994). The test of ASL. Unpublished test. San Francisco: San Francisco State University, California Research Institute.
39. Quigley, S. & Kretschmer, R. (1982). The education of deaf children: Issues, theory and practice. Baltimore, MD: University Park Press.
40. Singleton, J., Supalla, S., Lichtfield, S. & Schley, S. (1998). From sign to word: Considering modality constraints in ASL/English bilingual education. Topics in Language Disorders, 18(4), 16–29.
41. Slobin, D.I. (2005). Issues of linguistic typology. In B. Schick, M. Marschark & P. Spencer (Eds.), Advances in sign language development of deaf children (pp. 21–45). New York, NY: Oxford University Press.
42. Strong, M. & Prinz, P.M. (1997). A study of the relationship between ASL and English literacy. Journal of Deaf Studies and Deaf Education, 2, 37–46.
43. Thompson, R., Emmorey, K. & Kluender, R. (2006). The relationship between eye gaze and verb agreement in American sign language: An eyetracking study. Natural Language & Linguistic Theory, 24, 571–604.
44. Wittek, A. & Tomasello, M. (2005). German-speaking children’s productivity with syntactic constructions and case morphology: Local cues act locally. First Language, 25(1), 103–125.
45. Wrobel, U. (2001). Referenz in gebärdensprachen: Raum und Person. Forschungsberichte des Instituts für Phonetik und Sprachliche Kommunikation der Uni-versität München (FIPKM), 37, 25–50.