Rosalind Herman
Biographic Data
| ID | 5971782 |
|---|---|
| NAME | Rosalind Herman |
| GIVEN NAMES | Rosalind |
| FAMILY NAME | Herman |
| SIGNATURE | HERMAN R |
| AFFILIATIONS | City, University of London |
| ORCID | 0000-0001-5732-9999 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Enhancing the Prospective Acceptability of a Paediatric Speech and Language Therapy Intervention With Parents From Under‐Represented Communities
Concurrent Targeting of Expressive Vocabulary and Speech Comprehensibility in Pre-Schoolers with Developmental Language Disorder and Phonological Speech Sound Disorder Features
The findings highlight similarities in UK SaLT practice when targeting aspects of both speech (comprehensibility) and language (expressive vocabulary) concurrently, and an emphasis on functional communication, in addition to being guided by developmental norms. The implications for clinical practice and the development of future interventions are discussed
Executive Function in Deaf Native Signing Children
The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with th…
Adaptation of the British Sign Language Receptive Skills Test into Polish Sign Language
The evaluation of sign language proficiency needs to be based on measures with well-established psychometric proprieties. To date, no valid and reliable test is available to assess Polish Sign Language ( Polski Język Migowy, PJM) skills in deaf children. Hence, our aim with this study was to adapt the British Sign Language Receptive Skills Test (the first standardized test to determine sign language proficiency in children) into PJM, a less resea…
Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia
Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe‐to‐profoundly prelingually deaf children ages 10 and 11 years, all communicating with spoken language, and compared w…
Lexical organization in deaf children who use British Sign Language
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
Adapting the Assessing British Sign Language Development
Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to Ame…
Does Language Input Matter in Bilingual Writing? Translation Versus Direct Composition in Deaf School Students' Written Stories
This paper presents the findings of an experiment in which 20 Greek Deaf students produced written texts under two different conditions of language input: (1) a translation from a videotaped story in Greek sign language, and (2) a direct composition produced from a picture story – a neutral non-linguistic input. Placing Deaf writing within a bilingual frame, the effect of language input on the quality of written texts was explored, i.e. whether o…
The development of complex verb constructions in British Sign Language
This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to …
Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia
Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe‐to‐profoundly prelingually deaf children ages 10 and 11 years, all communicating with spoken language, and compared w…
The development of complex verb constructions in British Sign Language
This study focuses on the mapping of events onto verb-argument structures in British Sign Language (BSL). The development of complex sentences in BSL is described in a group of 30 children, aged 3;2–12;0, using data from comprehension measures and elicited sentence production. The findings support two interpretations: firstly, in the mapping of concepts onto language, children acquiring BSL overgeneralize the use of argument structure related to …
Does Language Input Matter in Bilingual Writing? Translation Versus Direct Composition in Deaf School Students' Written Stories
This paper presents the findings of an experiment in which 20 Greek Deaf students produced written texts under two different conditions of language input: (1) a translation from a videotaped story in Greek sign language, and (2) a direct composition produced from a picture story – a neutral non-linguistic input. Placing Deaf writing within a bilingual frame, the effect of language input on the quality of written texts was explored, i.e. whether o…
Adapting the Assessing British Sign Language Development
Signed languages continue to be a key element of deaf education programs that incorporate a bilingual approach to teaching and learning. In order to monitor the success of bilingual deaf education programs, and in particular to monitor the progress of children acquiring signed language, it is essential to develop an assessment tool of signed language skills. Although researchers have developed some checklists and experimental tests related to Ame…
Lexical organization in deaf children who use British Sign Language
We adapted the semantic fluency task into British Sign Language (BSL). In Study 1, we present data from twenty-two deaf signers aged four to fifteen. We show that the same ‘cognitive signatures’ that characterize this task in spoken languages are also present in deaf children, for example, the semantic clustering of responses. In Study 2, we present data from thirteen deaf children with Specific Language Impairment (SLI) in BSL, in comparison to …
Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia
Oral deaf children and hearing children with dyslexia both experience literacy challenges, although their reasons differ. The authors explored the problems underlying poor literacy in each group and drew implications for reading interventions. Data were collected using standardized literacy and phonological measures from 69 severe‐to‐profoundly prelingually deaf children ages 10 and 11 years, all communicating with spoken language, and compared w…
Adaptation of the British Sign Language Receptive Skills Test into Polish Sign Language
The evaluation of sign language proficiency needs to be based on measures with well-established psychometric proprieties. To date, no valid and reliable test is available to assess Polish Sign Language ( Polski Język Migowy, PJM) skills in deaf children. Hence, our aim with this study was to adapt the British Sign Language Receptive Skills Test (the first standardized test to determine sign language proficiency in children) into PJM, a less resea…
Executive Function in Deaf Native Signing Children
The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with th…
Concurrent Targeting of Expressive Vocabulary and Speech Comprehensibility in Pre-Schoolers with Developmental Language Disorder and Phonological Speech Sound Disorder Features
The findings highlight similarities in UK SaLT practice when targeting aspects of both speech (comprehensibility) and language (expressive vocabulary) concurrently, and an emphasis on functional communication, in addition to being guided by developmental norms. The implications for clinical practice and the development of future interventions are discussed
Enhancing the Prospective Acceptability of a Paediatric Speech and Language Therapy Intervention With Parents From Under‐Represented Communities
Hearing Impairment and Communication (7 works) · Linguistics (7 works) · Psychology (7 works) · Sign language (6 works) · Hand Gesture Recognition Systems (5 works) · Language, Discourse, Communication Strategies (4 works) · American Sign Language (3 works) · Computer Science (3 works) · Developmental psychology (3 works) · Language development (3 works)