investigations should be especially beneficial for practitioners in early childhood education who are considering second-language learning or ways to enlarge the English vocabulary, communication skins, or verbal abilities of students. In addition, the narrative responses from the Sign Survey Questionnaire indicate parental beliefs and behavior may be meaningful components of this field of endeavor.
Daniels M. ( 1993). ASL as a factor in acquiring English. Sign Language Studies, 78, 23-29.
Daniels M. ( 1994a). The effect of sign language on hearing children's language development. Communication Education, 43, 291-298.
Daniels M. ( 1994b). Words more powerful than sound. Sign Language Studies, 83, 1-12.
Daniels M. ( 1996a). Bilingual, bimodal education for hearing kindergarten students. Sign Language Studies, 90, 25-37.
Daniels M. ( 1996b). Seeing language: The effect over time of sign language on vocabulary development in early childhood education. Cbild Study Journal, 26 ( 3), 193-208.
Daniels M. ( 1997). Teacher enrichment of prekindergarten curriculum with sign language. Journal of Research in Childhood Education, 12 ( 1), 27-33.
Daniels M. (in press). Sign education with young hearing children. The Journal of Educational Research.
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Dancing with Words:Signing for Hearing Children's Literacy. Contributors: Marilyn Daniels - Author. Publisher: Bergin & Garvey Publishers. Place of publication: Westport, CT. Publication year: 2001. Page number: 63.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.