International Studies
Signing with babies & young children is based upon more than 20 years of research by internationally respected academics
Paper presented at the Biennial Meetings of the Society for Research in Child Development
Abstract: Longitudinal study which researched whether the Baby Signing experience stimulates development of the ability to actively direct an adult's attention to something in which the baby is interested. Called, "joint attention," this ability is known to be an important contributor to learning to talk. Baby Signing babies were indeed found to engage in more joint attention episodes with their mothers than did non-Baby Signers during laboratory play sessions at 19 and 24 months. Moreover, the effect held independently of linguistic skill, indicating that Baby Signing itself was a unique contributor to the jointattention scores. This data is important because it help explain why Baby Signing babies tend to learn to talk earlier than non-Baby Signers. The study may also help explain why the Baby Signing experience has been found to have a positive effect on IQ at age 8.
Acredolo, L., Goodwyn, S., & Brown, C. (2000), 'Impact of symbolic gesturing on early language development', Journal of Nonverbal Behavior, 24 (2), pp. 81-103.
www.mybabycantalk.com/content/information/research/Impact%20of%20Symbolic%20Gesturing.pdf
Abstract: The study evaluates the effect on verbal language development of purposefully encouraging hearing infants to use simple gestures as symbols for objects, requests, and conditions. The results provide strong evidence that symbolic gesturing does not hamper verbal development and may even facilitate it. Standardized tests of both receptive and expressive language development had been administered at 11, 15, 19, 24, 30, and 36 months to both an experimental group of babies(Baby Signers) and two control groups. Results demonstrated a clear advantage for the Baby Signers, thereby laying to rest the most frequently voiced concern of parents – that Baby Signing might hamper learning to talk. In fact, Baby Signing actually facilitates verbal language development.
Acredolo, L., Emmons, S. & Goodwyn, S. (1999). 'The signs and sounds of early language development', in L. Balter & C. Tamis-LeMonda (Eds.), Child Psychology: A Handbook of Contemporary Issues ( New York: Psychology Press, pp. 116 – 139.
Abstract: The chapter demonstrates how the results from studies of symbolic gesturing shed light on important and still unresolved questions in language development: Why does comprehension of language generally precede production? Why is vocabulary growth so slow in the months following the first word? What accounts for the frequently observed phenomenon called the "vocabulary spurt?" What developments underlie the beginning of the "two word" stage? The final section of the chapter challenges researchers to begin using symbolic gesturing as a tool to explore other important developmental issues, issues that have traditionally had to await the onset of verbal language (e.g., longterm memory for events, concept development, abstract thinking, emotional knowledge).
Acredolo, L. & Goodwyn, S. (1997). 'Furthering our understanding of what humans understand', Human Development, 40, pp. 25-31.
Acredolo, L. & Goodwyn, S. (1993) 'Symbolic gesture versus word: Is there a modality advantage for onset of symbol use?' Child Development, 64, pp. 688-701.
Abstract: The results in this article represent some of the earliest findings from a longitudinal study of the impact of purposefully encouraging babies to use symbolic gestures. The goal was to shed light on a hotly debated topic:the degree to which gestural symbols represent an easier entrÈe into symbolic communication.
Acredolo, L. & Goodwyn, S. (1988). 'Symbolic gesturing in normal infants'. Child Development, 59, 450-466.
Abstract: The article describes the spontaneous development of symbolic gestures by infants through exploring (a) relations with verbal development, (b) the sources of the gestures in the babies' everyday lives, (c) and gender and birth order differences.
Acredolo, L. & Goodwyn, S. (1985). 'Symbolic gesturing in language development: A case study', Human Development, 28, 40-49.
Abstract: This article presents the story of Acredolo & Goodwyn's first "Baby Signer," Linda's daughter Kate who began to spontaneously create symbolic gestures when she was about 12 months old. These were "sensible" gestures (like sniffing for "flower" and arms-up for "big"). The child's progress is described in terms of both gestural and verbal development.
Daniels, M. (2003). 'Using A Signed Language as a Second Language for Kindergarten Students', Child Study Journal, 33:1, pp. 53-70.
Daniels, M. (1996). 'Seeing Language: The Effect Over Time of Sign Language on Vocabulary Development in Early Childhood Education', Child Study Journal, 26, pp. 193-208.
Daniels, M. (1994). 'The Effects of Sign Language on Hearing Children's Language Development', Communication Education, 43.4, p291.
Daniels, M. (1993). 'ASL as a Possible Factor in the Acquisition of English for Hearing Children',€ Sign Language Studies, 78, pp. 23-29.
R. Wilbur, R. and M. Jones, (1974), 'Some aspects of the acquisition of American Sign Language and English by three hearing children of deaf parents' in La Galy, Fox & Bruck (Eds), Papers from the Tenth Regional Meeting of the Chicago Linguistic Society.
Sign Language & Literacy
Daniels, M. (2004), 'Happy Hands: The Effect of ASL on Hearing Children's Literacy', Reading Research and Instruction, 44:1, pp.86-100.
Daniels, M (1996), 'Seeing Language: The Effect Over Time of Sign Language on Vocabulary Development in Early Childhood Education', Child Study Journal, 26, pp. 193-208.
Daniels, M (1194), 'The effects of sign language on hearing children's language development', Communication Education, 43, pp. 291-298.
Felzer, L. (2000), ' Research on how signing helps hearing children learn to read' www.csupomona.edu/~apfelzer/mbr/research.html
Abstract: This report summarises various research findings that have demonstrated how hearing children successfully learned to read or improve their reading skills with the use of signing & fingerspelling.
Felzer, L, (1998), 'A Multisensory Reading Program That Really Works', Teaching and Change, 5, pp. 169-183.
Hafer, J., (1986) Signing for Reading Success (Washington D.C.: Clerc Books, Gallaudet University Press, 1986)
Koehler, L., & Loyd, L. (1986), 'Using Fingerspelling/Manual Signs to Facilitate Reading and Spelling'.
Biennial Conference of the International Society for Augmentative and Alternative Communication. (Cardiff, Wales).
Abstract: A comprehensive report that reviews many studies that shows the effectiveness of using fingerspelling and signs to teach reading. They cite studies conducted in Belgium, Portugal, Sweden, the United Kingdom and the United States. These studies showed how fingerspelling can help dyslexic children and illiterate adults in non-English speaking countries as well as English speaking countries. They also cite studies that showed how deficiencies in phonemic segmentation skills (isolating speech sounds) is a primary problem for children and adults experiencing reading and spelling difficulties. Of all approaches tried in teaching this skill, fingerspelling appears to be the most effective method. Fingerspelling can also help with writing problems such as "b" and "d" reversals.
Wilson, R., Teague, J., & Teague, M. (1985), 'The Use of Signing and Fingerspelling to Improve Spelling Performance with Hearing Children', Reading Psychology, 4, pp. 267-273.
Sign Language & IQ
Acredolo, L., & Goodwyn, S. (2000). The long-term impact of symbolic gesturing during infancy on IQ at age 8.
Paper presented at the meetings of the International Society for Infant Studies, Brighton, UK.
Abstract: Results from Baby Signing indicate a significant 12 point advantage for children who have been encouraged to use Baby Signs during their second year of life (Mean IQ = 114) over the children who had been in the Non-Intervention Control Group (Mean IQ= 102). The advantage held for both the Verbal and Performance Sub-scales.
Bavelier, D., Corina, D. & Neville, H. (1998) 'Brain and Language: a Perspective from Sign Language', Neuron, 21, pp. 275-278.
Sign Language & Special Educational needs
Blackburn, D., Vonvillian, J. & Ashby, R. (1984) 'Manual Communication as an Alternative Mode of Language Instruction for Children with Severe Reading Disabilities', Language, Speech and Hearing Services in Schools, 15, pp. 22-31.
Carney, J., Cioffi, G. & Raymond, W. (1985) 'Using Sign Language for Teaching Sight Words', Teaching Exceptional Children, pp. 214-217.
Donovan, C. (1998), 'Teaching Sign Language', Disability Solutions, 2.5.
Edelson, S., PhD Centre for the Study of Autism, Salem, Oregon articles are available online at: www.autism.org/sign.html
Gertz, S. 'Using Sign Language with Children Who Have Apraxia of Speech' available at: www.apraxia-kids.org/topics/sign.html.
Gibbs, E., Springer, A., Cooley, S. & Aloisio, S. (1991) 'Early use of total communication: Patterns across eleven children with Down Syndrome'. Paper presented at the meeting of the International Early Childhood Conference on Children with Special Needs (St. Louis, MO).
Hopmann, M. (1993), 'The Use of Signs by Children with Downs Syndrome', Down Syndrome Today, 2.2, pp. 22-3.
Miller, J., Sedey, A., Miolo, G., Rosin, M. & Murray-Branch, J. (1992), 'Vocabulary acquisition in young children with Down Syndrome: Speech and sign'. Paper presented at the 9 th World Congress of the International Association for the Scientific Study of Mental Deficiency (Queensland, Australia).
Sensenig, L., Topf, B. & Mazeika, E. (1989) 'Sign Language Facilitation of Reading with Students Classified as Trainable Mentally Handicapped', Education and Training of the Mentally Retarded, pp. 121-125.
Square, P. (1994) 'Treatment Approaches For Developmental Apraxia Of Speech', Clinical Communication Disorders, 4.3, pp: 151-61.
Vernon, M., Coley, J., Hafer, J. & Dubois J (1980) 'Using Sign Language to Remediate Severe Reading Problems', Journal of Learning Disabilities, 13, pp. 215-218.
