Geers A E, Schick B
Central Institute for the Deaf, St. Louis, MO.
J Speech Hear Disord. 1988 May;53(2):136-43. doi: 10.1044/jshd.5302.136.
This study examines the degree to which hearing-impaired children of hearing-impaired parents (HIP) demonstrate an advantage in their acquisition of signed and spoken English over hearing-impaired children of hearing parents (HP). A subset from the normative sample of the Grammatical Analysis of Elicited Language, 50 HIP children and 50 HP children, were matched in terms of their educational program, hearing level, and age. Results indicate that both groups had comparably poor expressive English language ability at 5 and 6 years of age. However, at age 7 and 8 HIP children demonstrated a significant linguistic advantage in both their spoken and signed English over HP children. Because the production of English by HIP children closely resembled that of orally educated hearing-impaired children of hearing parents, consistent language stimulation throughout the child's early years may be a critical factor in the development of English, regardless of the language or mode of expression.
本研究考察了父母为听力受损者的听力受损儿童（HIP）在习得手语和英语口语方面，相对于父母听力正常的听力受损儿童（HP），具有多大程度的优势。从《语言诱发的语法分析》的常模样本中选取了一个子集，50名HIP儿童和50名HP儿童，在教育项目、听力水平和年龄方面进行了匹配。结果表明，两组儿童在5岁和6岁时的英语表达能力都相当差。然而，在7岁和8岁时，HIP儿童在英语口语和手语方面都比HP儿童表现出显著的语言优势。由于HIP儿童的英语产出与接受口语教育的父母听力正常的听力受损儿童非常相似，因此在孩子早年持续进行语言刺激可能是英语发展的关键因素，无论使用何种语言或表达方式。
