Child Modifiability as a Predictor of Language Abilities in Deaf Children Who Use American Sign Language

Abstract

Purpose This research explored the use of dynamic assessment (DA) for language-learning abilities in signing deaf children from deaf and hearing families. Method Thirty-seven deaf children, aged 6 to 11 years, were identified as either stronger ( n = 26) or weaker ( n = 11) language learners according to teacher or speech-language pathologist report. All children received 2 scripted, mediated learning experience sessions targeting vocabulary knowledge—specifically, the use of semantic categories that were carried out in American Sign Language. Participant responses to learning were measured in terms of an index of child modifiability. This index was determined separately at the end of the 2 individual sessions. It combined ratings reflecting each child's learning abilities and responses to mediation, including social–emotional behavior, cognitive arousal, and cognitive elaboration. Results Group results showed that modifiability ratings were significantly better for stronger language learners than for weaker language learners. The strongest predictors of language ability were cognitive arousal and cognitive elaboration. Conclusion Mediator ratings of child modifiability (i.e., combined score of social-emotional factors and cognitive factors) are highly sensitive to language-learning abilities in deaf children who use sign language as their primary mode of communication. This method can be used to design targeted interventions.