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REFERENCES

Building the Visual Vocabulary: A resource guide on vocabulary development for parents, teachers, and caregivers of young deaf and hard-of-hearing children. 

OVERVIEW OF DEVELOPMENT VOCABULARY AND THE BRAIN OTHER

Overview of Development

References

[1] Anderson, D. (2006). The development of American Sign Language and manually coded English systems. In B. Schick (Ed.), Advances in the sign language development of deaf children (pp. 135–160). New York, NY: Oxford University Press.


[2] Anderson, D., & Reilly, J. (2002). The MacArthur Communicative Development Inventory: Normative Data for American Sign Language. Journal of Deaf Studies and Deaf Education, 7(2), 83–106. https://doi.org/10.1093/deafed/7.2.83


[3] Beck, I. L., McKeown, M. G., & Kucan, L. (2008). Creating robust vocabulary: frequently asked questions and extended examples. New York: Guilford Press.


[4] Blachowicz, C. L. Z., & Fisher, P. (2015). Teaching vocabulary in all classrooms (Fifth edition). Boston: Pearson.


[5] Dalton, B., & Grisham, D. L. (2011). eVoc Strategies: 10 Ways to Use Technology to Build Vocabulary. The Reading Teacher, 64(5), 306–317. https://doi.org/10.1598/RT.64.5.1


[6] Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language: young children learning at home and school. Baltimore, Md: P.H. Brookes Pub. Co.


[7] Enns, C., & Price, L. (2013). Family involvement in ASL acquisition. NSF Science of Learning Center on Visual Language and Visual Learning Research Briefs, 9.


[8] Erting, C. J., Thumann-Prezioso, C., & Benedict, B. (2000). Bilingualism in a deaf family: Fingerspelling in early childhood. In P. E. Spencer, C. J.


[9] Erting, & M. Marschark (Eds.), The deaf child in the family and at school: Essays in honor of Kathryn P. Meadow-Orlans (pp. 41–54). Mahwah, NJ: Lawrence Erlbaum Associates.


[10] Folven, R. J., & Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology, 27(5), 806–816. https://doi.org/10.1037/0012-1649.27.5.806


[11] Harris, M. (2010). The development of American Sign Language and manually coded English systems. In M. Marschark & P. E. Spencer (Eds.), Oxford Handbook of Deaf Studies, Language and Education (Vol. 2, pp. 316–330). New York, NY: Oxford.


[12] Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: P.H. Brookes.


[13] Hoffmeister, R. (1978). Word order acquisition in ASL. Presented at the Third Annual Boston University Conference on Language Development, Boston, MA.


[14] Neuman, S. B., & Dwyer, J. (2009). Missing in action: Vocabulary instruction in pre-k. The Reading Teacher, 62(5), 384–392. https://doi.org/10.1598/RT.62.5.2


[15] Padden, C. (2006). Learning to fingerspell twice: Young signing children’s acquisition of fingerspelling. In M. Marschark, B. M. Schick, & P. E. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 189–201). New York, NY: Oxford University Press.


[16] Petitto, L. A., & Marentette, P. F. (1991). Babbling in the manual mode: evidence for the ontogeny of language. Science (New York, N.Y.), 251(5000), 1493–1496.


[17] Pichler, D. C. (2001). Word order variation and acquisition in American Sign Language (Unpublished doctoral dissertation). University of Connecticut, Storrs, CT.


[18] Pizzuto, E. (1990). The early development of deixis in American Sign Language: What is the point? In V. Volterra & C. J. Erting (Eds.), From Gesture to Language in Hearing and Deaf Children (Vol. 27, pp. 142–152). Berlin, Heidelberg: Springer Berlin Heidelberg. Retrieved from http://www.springerlink.com/index/10.1007/978-3-642-74859-2_12


[19] Schick, B. M. (2002). The expression of grammatical relations in deaf toddlers learning ASL. In G. Morgan & B. Woll (Eds.), Directions in sign language acquisition (pp. 143–158). Amsterdam, The Netherlands: John Benjamins.


[20] Schick, B. M. (2010). The development of American Sign Language adn manually coded English systems. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies (pp. 229–240). New York, NY: Oxford University Press.


[21] Sherman, J. (2011). Signing for success: Using American Sign Language to learn sight vocabulary. SRATE Journal, 20(2), 31–38.


[22] Singleton, J. L., & Crume, P. (2010). Socializing visual engagement in early childhood deaf education. Presented at the International Congress of Education of the Deaf, Vancouver, BC, Canada.


[23] Stahl, S. A., & Nagy, W. E. (2006). Teaching word meanings. Mahwah, N.J: L. Erlbaum Associates.


[24] Woll, B., & Morgan, G. (2012). Language impairments in the development of sign: Do they reside in a specific modality or are they modality-independent deficits? Bilingualism: Language and Cognition, 15(01), 75–87. https://doi.org/10.1017/S1366728911000459


[25] Young, A. M. (2010). Early intervention with deaf children and their families: “Why, sometimes I’ve beleived as many as six impossible things before breakfast!” In Proceedings of the International Congress on Deaf Education (pp. 75–87). Washington, DC: Gallaudet University Press.


Vocabulary and the Brain

References

[26] Fennell, C. T., Byers‐Heinlein, K., & Werker, J. F. (2007). Using speech sounds to guide word learning: The case of bilingual infants. Child development, 78(5), 1510-1525.


[27] Leonard, M. K., Ramirez, N. F., Torres, C., Travis, K. E., Hatrak, M., Mayberry, R. I., & Halgren, E. (2012). Signed words in the congenitally deaf evoke typical late lexicosemantic responses with no early visual responses in left superior temporal cortex. The Journal of Neuroscience, 32(28), 9700-9705.


[28] Mills, D. L., Coffey-Corina, S. A., & Neville, H. J. (1993). Language acquisition and cerebral specialization in 20-month-old infants. Journal of Cognitive Neuroscience, 5(3), 317-334.


[29] Petitto, L. A., Zatorre, R. J., Gauna, K., Nikelski, E. J., Dostie, D., & Evans, A. C. (2000). Speech-like cerebral activity in profoundly deaf people processing signed languages: implications for the neural basis of human language. Proceedings of the National Academy of Sciences, 97(25), 13961-13966.


[30] Ramirez, N. F., Leonard, M. K., Davenport, T. S., Torres, C., Halgren, E., & Mayberry, R. I. (2014). Neural Language Processing in Adolescent First-Language Learners: Longitudinal Case Studies in American Sign Language. Cerebral Cortex, bhu273.


[31] Travis, K. E., Leonard, M. K., Brown, T. T., Hagler, D. J., Curran, M., Dale, A. M., Elman, J. L., & Halgren, E. (2011). Spatiotemporal neural dynamics of word understanding in 12-to 18-month-old-infants. Cerebral Cortex, 21(8), 1832-1839.


[32] Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002a). Age and vocabulary size influences on the phonological representation of newly learned words in infants aged 14 to 20 months. Infancy, 3(1), 1-30.


[33] Werker, J. F., Fennell, C. T., Corcoran, K. M., & Stager, C. L. (2002b). Infants' ability to learn phonetically similar words: Effects of age and vocabulary size. Infancy, 3(1), 1-30.


[34] Yoshida, K. A., Fennell, C. T., Swingley, D., & Werker, J. F. (2009). Fourteen‐month‐old infants learn similar‐sounding words. Developmental science, 12(3), 412-418.


[35] Nishimura, H., Hashikawa, K., Doi, K., Iwaki, T., Watanabe, Y., Kusuoka, H., ... & Kubo, T. (1999). Sign language ‘heard’in the auditory cortex. Nature, 397(6715), 116.

Other

References

[36] Simms, L., Baker, S., & Clark, M. D. (2013). The standardized visual communication and sign language checklist for signing children. Sign Language Studies, 14(1), 101-124.