Language and Cognitive Development in Bimodal Bilingual Deaf Children in Hearing Families: Three Case Studies.

Diane Lillo-Martin, Deborah Chen Pichler, Elaine Gale

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Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 · Who and what money

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3 authors.

Diane Lillo-MartinDepartment of Linguistics, College of Liberal Arts & Sciences, University of Connecticut, Storrs, CT 06269, USA.ORCID 0000-0002-8503-727X

Deborah Chen PichlerDepartment of Linguistics, School of Language, Education, and Culture, Gallaudet University, Washington, DC 20002, USA.

Elaine GaleDepartment of Special Education, School of Education, Hunter College, City University of New York, New York, NY 10065, USA.

Funding

Family ASL: Bimodal Bilingual Acquisition by Deaf Children of Hearing ParentsR01DC016901 · NIDCD · UNIVERSITY OF CONNECTICUT STORRS · PI LILLO-MARTIN, DIANE CAROLYN · 2019 to 2023

$3.0M

NIDCD NIH HHS R01 DC016901NIH HHS 1R01DC016901-05

6 · The paper itself

Abstract

We investigated aspects of language and cognitive development in three bimodal bilingual deaf children in hearing families. Some previous research finds cognitive delays for deaf children, which may be due to an early lack of access to language input. Studies of children having strong early language access through parental use of American Sign Language (ASL) support the hypothesis that language delays are behind such cognitive delays. We ask whether hearing parents who are novice learners of ASL provide sufficient support for early language and cognitive development. The three case studies in this report used both ASL and English, with support for ASL development provided by our ASL specialist. We assessed the children's general cognition, executive function, ASL vocabulary, English vocabulary, and overall language ability in both ASL and English. We found strong language development outcomes and correspondingly, age-appropriate cognitive development. These results are consistent with the conclusion that novice signer parents can support their children's development as ASL-English bilinguals, establishing a strong foundation for further cognitive and linguistic growth.

Indexed as

American Sign Languagebimodal bilingualismcognitive developmentdeaf and hard-of-hearing childrenlanguage development

Identifiers

PMID40867481

DOI10.3390/bs15081124

PMCPMC12382861

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