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Erting, C. J. (2003). Language and Literacy Development in Deaf Children: Implications of a Sociocultural Perspective. In: B. Bodner-Johnson, & M. Sass-Lehrer (Eds.), The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (pp. 373-398). Baltimore: Brookes Publishing.

has been cited by the following article:

• TITLE: American Sign Language, Peer Play, and the Deaf Child: A Case Study of Ann

  AUTHORS: Millicent Musyoka

  KEYWORDS: Play, Play Partner, American Sign Language, Deaf Children

  JOURNAL NAME: Psychology, Vol.6 No.14, November 5, 2015

  ABSTRACT: Play provides signing deaf children with the opportunity to communicate and interact with peers while they use and develop conversation skills or extended discourse in American Sign Language (ASL) (Musyoka, 2015). The goal of this study is to examine how play supports thinking, imagination, social, language and literacy development. To analyze the effectiveness of play, the researcher investigated how one deaf child, Ann used her ASL with various play partners in different play centers set up by the teacher in a preschool classroom that followed the ASL/English bilingual philosophy.