
Contents
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THE ROLE OF GESTURE IN THE ACQUISITION AND DEVELOPMENT OF SPOKEN LANGUAGE BY HEARING CHILDREN THE ROLE OF GESTURE IN THE ACQUISITION AND DEVELOPMENT OF SPOKEN LANGUAGE BY HEARING CHILDREN
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Types of Gestures Types of Gestures
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The Role of Gesture in Early Lexical Development The Role of Gesture in Early Lexical Development
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Gesture and the Transition to Two-Word Speech Gesture and the Transition to Two-Word Speech
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Gesture in Parental Input to Young Children Gesture in Parental Input to Young Children
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HEARING CHILDREN EXPOSED TO AN ENHANCED GESTURAL INPUT HEARING CHILDREN EXPOSED TO AN ENHANCED GESTURAL INPUT
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HEARING CHILDREN EXPOSED TO A SPOKEN AND SIGNED LANGUAGE INPUT HEARING CHILDREN EXPOSED TO A SPOKEN AND SIGNED LANGUAGE INPUT
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THE USE OF GESTURE BY DEAF CHILDREN WITHOUT SIGN LANGUAGE INPUT THE USE OF GESTURE BY DEAF CHILDREN WITHOUT SIGN LANGUAGE INPUT
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THE USE OF GESTURE BY DEAF CHILDREN EXPOSED TO A SIGN LANGUAGE INPUT THE USE OF GESTURE BY DEAF CHILDREN EXPOSED TO A SIGN LANGUAGE INPUT
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SUMMARY AND CONCLUSIONS SUMMARY AND CONCLUSIONS
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ACKNOWLEDGMENTS ACKNOWLEDGMENTS
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REFERENCES REFERENCES
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3 The Development of Gesture in Hearing and Deaf Children
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Published:October 2005
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Abstract
This chapter surveys the current body of knowledge on the role of gesture in the development of language by hearing and deaf children. It demonstrates how variation in the type of linguistic input to which children are exposed influences the extent to which the manual modality is employed for communicative purposes and assumes linguistic properties. To this end, it presents evidence from research on children who vary widely in the nature and organization of the input to which they are exposed. The chapter is organized into five sections. The first three focus on hearing children exposed to gestural input of varying degrees of complexity. The final two sections focus on deaf children who vary in terms of their access to sign language input.
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