E Daylene Richmond-Welty
Biographic Data
| ID | 5760941 |
|---|---|
| NAME | E Daylene Richmond-Welty |
| GIVEN NAMES | E Daylene |
| FAMILY NAME | Richmond-Welty |
| SIGNATURE | RICHMOND-WELTY E D |
| AFFILIATIONS | Wayne State University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 1 |
Differentiating the use of gaze in bilingual-bimodal language acquisition
Signed languages make unique demands on gaze during communication. Bilingual children acquiring both a spoken and a signed language must learn to differentiate gaze use for their two languages. Gaze during utterances was examined for a set of bilingual-bimodal twins acquiring spoken English and American Sign Language (ASL) and a set of monolingual twins acquiring ASL when the twins were aged 2;0, 3;0 and 4;0. The bilingual-bimodal twins different…
Letter names help children to connect print and speech
A critical step in the acquisition ofliteracy involves learning that the printed forms of words symbolize the words' linguistic forms. We propose that children first connect print and speech by noticing links between letters in printed words (e.g., the b of beech) and letter names in the corresponding spoken words (e.g., the /bi/ in the spoken word beech). Support for this proposal comes from 2 experiments in which preschoolers were asked to say …
Letter names help children to connect print and speech
A critical step in the acquisition ofliteracy involves learning that the printed forms of words symbolize the words' linguistic forms. We propose that children first connect print and speech by noticing links between letters in printed words (e.g., the b of beech) and letter names in the corresponding spoken words (e.g., the /bi/ in the spoken word beech). Support for this proposal comes from 2 experiments in which preschoolers were asked to say …
Letter names help children to connect print and speech
A critical step in the acquisition ofliteracy involves learning that the printed forms of words symbolize the words' linguistic forms. We propose that children first connect print and speech by noticing links between letters in printed words (e.g., the b of beech) and letter names in the corresponding spoken words (e.g., the /bi/ in the spoken word beech). Support for this proposal comes from 2 experiments in which preschoolers were asked to say …
Differentiating the use of gaze in bilingual-bimodal language acquisition
Signed languages make unique demands on gaze during communication. Bilingual children acquiring both a spoken and a signed language must learn to differentiate gaze use for their two languages. Gaze during utterances was examined for a set of bilingual-bimodal twins acquiring spoken English and American Sign Language (ASL) and a set of monolingual twins acquiring ASL when the twins were aged 2;0, 3;0 and 4;0. The bilingual-bimodal twins different…
Hearing Impairment and Communication (2 works) · Linguistics (2 works) · Psychology (2 works) · American Sign Language (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Communication (1 work) · Computer Science (1 work) · Developmental psychology (1 work) · Digital Accessibility for Disabilities (1 work)