Jenny L Singleton
Biographic Data
| ID | 3842419 |
|---|---|
| NAME | Jenny L Singleton |
| GIVEN NAMES | Jenny L |
| FAMILY NAME | Singleton |
| SIGNATURE | SINGLETON J L |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-1201-4245 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A case study of the American Sign Language patterns of a natively-exposed Deaf autistic signer
Research on the acquisition of American Sign Language (ASL) by deaf autistic children has documented similarities to the linguistic profile of hearing children on the autism spectrum and has identified sign-specific phenomena that could serve as clinical markers of autism in the deaf population. However, the acquisition of a signed language by deaf autistic individuals whose language use appears to be at age-level is not well documented. Here we …
Disability does not negatively impact linguistic visual-spatial processing for hearing adult learners of a signed language
The majority of adult learners of a signed language are hearing and have little to no experience with a signed language. Thus, they must simultaneously learn a specific language and how to communicate within the visual-gestural modality. Past studies have examined modality-unique drivers of acquisition within first and second signed language learners. In the former group, atypically developing signers have provided a unique axis—namely, disabilit…
Sign language socialization and participant frameworks in three indigenous Mesoamerican communities
This article provides a cross-cultural study of language socialization through sign language in three indigenous Mesoamerican communities. We explore whether child signers are socialized to use visual communicative practices as participants or observers. We present four conversations that illustrate how child signers are socialized into these practices. Child signers in our study acquire appropriate visual practices, even when they are primarily …
A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate peri…
Toward Ethical Research Practice With Deaf Participants
In recent years, scholars have been critical of what they consider unethical conduct by researchers whose studies focus on members of the Deaf or signing communities. This is the first empirical study that investigates ethical concerns and recommendations from the perspective of three stakeholder groups (Deaf research participants, researchers, and Deaf studies experts). We analyzed focus group discussions using strategies from grounded theory an…
When learners surpass their models
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total…
Deaf Parents and Their Hearing Children
The focus of this review article is on families with Deaf parents and hearing children. We provide a brief description of the Deaf community, their language, and culture; describe communication patterns and parenting issues in Deaf-parented families, examine the role of the hearing child in a Deaf family and how that experience affects their functioning in the hearing world; and discuss important considerations and resources for families, educato…
Once Is Not Enough
Natural languages are characterized by standards of well-formedness. These internal standards are likely to be, at least in part, a product of a consensus achieved among the users of a language over time. Nevertheless, it is possible that an individual, attempting to invent symbols to communicate de novo, might generate a system of symbols that is similarly characterized by internal standards of well-formedness. In these studies, we explore this …
Once Is Not Enough
Natural languages are characterized by standards of well-formedness. These internal standards are likely to be, at least in part, a product of a consensus achieved among the users of a language over time. Nevertheless, it is possible that an individual, attempting to invent symbols to communicate de novo, might generate a system of symbols that is similarly characterized by internal standards of well-formedness. In these studies, we explore this …
Toward Ethical Research Practice With Deaf Participants
In recent years, scholars have been critical of what they consider unethical conduct by researchers whose studies focus on members of the Deaf or signing communities. This is the first empirical study that investigates ethical concerns and recommendations from the perspective of three stakeholder groups (Deaf research participants, researchers, and Deaf studies experts). We analyzed focus group discussions using strategies from grounded theory an…
Once Is Not Enough
Natural languages are characterized by standards of well-formedness. These internal standards are likely to be, at least in part, a product of a consensus achieved among the users of a language over time. Nevertheless, it is possible that an individual, attempting to invent symbols to communicate de novo, might generate a system of symbols that is similarly characterized by internal standards of well-formedness. In these studies, we explore this …
Deaf Parents and Their Hearing Children
The focus of this review article is on families with Deaf parents and hearing children. We provide a brief description of the Deaf community, their language, and culture; describe communication patterns and parenting issues in Deaf-parented families, examine the role of the hearing child in a Deaf family and how that experience affects their functioning in the hearing world; and discuss important considerations and resources for families, educato…
When learners surpass their models
Vocabulary Use by Low, Moderate, and High ASL-Proficient Writers Compared to Hearing ESL and Monolingual Speakers
The written English vocabulary of 72 deaf elementary school students of various proficiency levels in American Sign Language (ASL) was compared with the performance of 60 hearing English-as-a-second-language (ESL) speakers and 61 hearing monolingual speakers of English, all of similar age. Students were asked to retell "The Tortoise and the Hare" story (previously viewed on video) in a writing activity. Writing samples were later scored for total…
Toward Ethical Research Practice With Deaf Participants
In recent years, scholars have been critical of what they consider unethical conduct by researchers whose studies focus on members of the Deaf or signing communities. This is the first empirical study that investigates ethical concerns and recommendations from the perspective of three stakeholder groups (Deaf research participants, researchers, and Deaf studies experts). We analyzed focus group discussions using strategies from grounded theory an…
A Case of Specific Language Impairment in a Deaf Signer of American Sign Language
This article describes the case of a deaf native signer of American Sign Language (ASL) with a specific language impairment (SLI). School records documented normal cognitive development but atypical language development. Data include school records; interviews with the child, his mother, and school professionals; ASL and English evaluations; and a comprehensive neuropsychological and psychoeducational evaluation, and they span an approximate peri…
Disability does not negatively impact linguistic visual-spatial processing for hearing adult learners of a signed language
The majority of adult learners of a signed language are hearing and have little to no experience with a signed language. Thus, they must simultaneously learn a specific language and how to communicate within the visual-gestural modality. Past studies have examined modality-unique drivers of acquisition within first and second signed language learners. In the former group, atypically developing signers have provided a unique axis—namely, disabilit…
Sign language socialization and participant frameworks in three indigenous Mesoamerican communities
This article provides a cross-cultural study of language socialization through sign language in three indigenous Mesoamerican communities. We explore whether child signers are socialized to use visual communicative practices as participants or observers. We present four conversations that illustrate how child signers are socialized into these practices. Child signers in our study acquire appropriate visual practices, even when they are primarily …
A case study of the American Sign Language patterns of a natively-exposed Deaf autistic signer
Research on the acquisition of American Sign Language (ASL) by deaf autistic children has documented similarities to the linguistic profile of hearing children on the autism spectrum and has identified sign-specific phenomena that could serve as clinical markers of autism in the deaf population. However, the acquisition of a signed language by deaf autistic individuals whose language use appears to be at age-level is not well documented. Here we …
Hearing Impairment and Communication (9 works) · Linguistics (8 works) · Psychology (8 works) · Sign language (8 works) · American Sign Language (5 works) · Developmental psychology (5 works) · Hand Gesture Recognition Systems (5 works) · Language, Discourse, Communication Strategies (5 works) · Cognitive psychology (3 works) · Computer Science (3 works)