Child Modifiability as a Predictor of Language Problems in Deaf Children Who Use American Sign Language and English

• In Event: Critical Issues in Deaf Education

Abstract

Thirty-seven deaf elementary children belonging to two groups (normal language and language problems) received two semi-scripted, mediated learning experience (MLE) sessions that targeted vocabulary knowledge in American Sign Language (ASL). Mediators who were blinded to child language ability made judgments of children’s modifiability - the child’s changeability when given the opportunity to learn in a supportive environment through mediated learning- by rating them on social-emotional behavior, cognitive arousal, and cognitive elaboration at the end of each session. Children with and without language problems performed differently across the four domains that were observed. The strongest predictors of language ability were cognitive arousal and cognitive elaboration. Results suggest that modifiability ratings are highly sensitive to the presence of language problems in deaf populations.

Authors

• Wolfgang Mann, City University London

• Elizabeth Pena

• Gary Morgan