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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 18 April 2021

Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation

Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation

Suggestions for Teaching through E-learning Visual Environments

(p.442) (p.443) 19 Language Skills and Literacy of Deaf Children in the Era of Cochlear Implantation
Educating Deaf Learners

Maria Cristina Caselli

Pasquale Rinaldi

Daniela Onofrio

Elena Tomasuolo

Oxford University Press

Various studies have highlighted that severe to profound deafness in children affects the acquisition and mastering of spoken language. Data collected on children with cochlear implants have shown contrasting results and large individual variability in linguistic proficiency and in literacy. Particular weakness has been demonstrated in mastering morphosyntactic aspects as well as in reading and writing. The chapter offers an overview of recent studies that analyzed the role of specific parameters (i.e., age at diagnosis, age at implant activation, family and school environment, and exposure to sign language) in determining language and academic outcomes. The chapter then describes the Italian educational contexts in which deaf children can be enrolled and provides examples of visually grounded multimedia environments developed in Italy to enhance deaf students’ literacy.

Keywords:   cochlear implant, linguistic proficiency, academic outcomes, sign language, multimedia environments

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