Preschool Deaf Children's Use of Signed Language during Writing Events

Abstract

This research examined young deaf children's social interaction during free-choice writing time in their preschool classroom. The study examined the ways in which five deaf children used signed language as they wrote. Results of the study indicated that the children used both signed language and nonverbal expression to engage in representational, directive, interactional, personal, and heuristic use of language to support their writing endeavors. The study raises the question of whether nonverbal expression might also be salient among emergent writers who are not deaf.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 23 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.