For this group of children, the primary source for communication is through American Sign Language, or ASL, instead of spoken English. Without the basic understanding of the English language either in spoken or written forms, deaf students have an immensely difficult battle with the English grammar system. These children tend to have “a more restricted vocabulary, grammatical errors in verb and tense agreement, and errors in word usage” (Kalivoda).
Another website titled “Deaf Literacy: Research Highlights” from the Elementary and Middle Schools Technical Assistance Center, EMSTAC, provides information on several problems deaf students experience when learning fundamentals of the English language. For example, “students’ lack of exposure to spoken language makes teaching traditional sound-letter correspondence difficult” and “deaf students whose first ...
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...decrease the amount of mistakes.
“American Sign Language” 21 August 2008. Nidcd.nih.gov Web. 24 February 2010.
“American Sign Language (ASL) Syntax” Lifeprint.com Web. 01 March 2010.
“Brochure” Web. 22 February 2010. Austincc.edu Web. 22 February 2010.
“Deaf Literacy: Research Highlights” Emstac.org Web. 24 February 2010.
Izzard, Sylvia. Interview by Miranda Harrison. “Sign Language Interpreter.” 24 February 2010.
Kalivoda, Karen S., and Others And. “Teaching Students with Hearing Impairments.” Journal of Developmental Education 20.3 (1997): 10-16 ERIC. EBSCO. Web. 1 Mar. 2010.
Morenberg, Max. Doing Grammar. New York: Oxford University Press, 2002.
"Quick Statistics [NIDC Health Information]." Nidcd.nih.gov 4 August 2008. Web. 22 February 2010
"Why is English Difficult for Deaf Students?" Accd.edu 8 July 2008. Web. 24 February 2010
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