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Related Experiment Video

Updated: Jul 5, 2026

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Individual differences in sign language abilities in deaf children.

Auli Meronen¹, Timo Ahonen

¹Jyväskylä University, Finland.

American Annals of the Deaf

|May 21, 2008

Summary

Deaf children's sign language skills are influenced by early language development and hand motor skills. Similar learning patterns and potential disorder bases exist between deaf and hearing children, regardless of language modality.

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Area of Science:

Linguistics
Developmental Psychology
Special Education

Background:

Individual differences in sign language proficiency among deaf children require further investigation.
Understanding the factors influencing sign language acquisition is crucial for early intervention.
Deaf and hearing children's learning processes may share commonalities despite differing language modalities.

Purpose of the Study:

To identify characteristics associated with individual differences in sign language abilities in deaf children.
To explore the relationship between sign language skills and factors like rapid serial naming, hand motor skills, and early fluency.
To investigate potential similarities in learning disorders between deaf and hearing children.

Main Methods:

The study involved 85 Finnish deaf children whose first language was sign language.
Correlational analyses and multiple linear-regression were employed to examine relationships between variables.
Assessment of sign language abilities, rapid serial naming, hand motor skills, and early fluency.

Main Results:

Early language development and serial hand movements significantly impacted sign language abilities.
Serial fingertapping and serial naming were identified as other important contributing factors.
Significant heterogeneity was observed among children with poorer sign language skills, indicating diverse learning profiles.

Conclusions:

Developmental difficulties in deaf children can be identified through appropriate assessments.
The study supports previous findings that learning characteristics are similar in deaf and hearing children.
Disorders affecting signed and spoken language may stem from shared underlying mechanisms, irrespective of modality.