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Journal of Deaf Studies and Deaf Education Advance Access published online on November 28, 2007
The Journal of Deaf Studies and Deaf Education, doi:10.1093/deafed/enm057
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© The Author 2007. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oxfordjournals.org

Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs

Daan Hermans

Pontem, Nijmegen

Harry Knoors

Viataal, Sint Michielsgestel
Radboud University Nijmegen

Ellen Ormel

Radboud University Nijmegen
Pontem, Nijmegen

Ludo Verhoeven

Radboud University Nijmegen


  Abstract

The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, 2000, 2004a) and the hierarchical model of lexical representation and processing in bilinguals (J. F. Kroll & E. Stewart, 1988). We argue that lexical development in the written language often fossilizes and that many words deaf readers acquire will not reach the final stage of lexical development. We argue that this feature is consistent with many findings reported in the literature. Finally, we discuss the pedagogical implications of the model.

No conflicts of interest were reported. Correspondence should be sent to Daan Hermans, Pontem, 6538 SX Nijmegen, The Netherlands (e-mail: D.Hermans{at}pontem.nl).

Received November 7, 2006; revised September 17, 2007; accepted October 13, 2007


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This article has been cited by other articles:


Home page
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D. Hermans, H. Knoors, E. Ormel, and L. Verhoeven
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
J. Deaf Stud. Deaf Educ., April 8, 2008; (2008) enn009v1.
[Abstract] [Full Text] [PDF]


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