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Language acquisition is a natural process in which infants and children develop proficiency in the first language or languages that they are exposed to. The process of language acquisition is varied among deaf children. Deaf children born to deaf parents are typically exposed to a sign language at birth and their language acquisition follows a typical developmental timeline.[1][2][3] However, at least 90% of deaf children are born to hearing parents who use a spoken language at home.[4] Hearing loss prevents many deaf children from hearing spoken language to the degree necessary for language acquisition.[3] For many deaf children, language acquisition is delayed until the time that they are exposed to a sign language or until they begin using amplification devices such as hearing aids or cochlear implants. Deaf children who experience delayed language acquisition, sometimes called language deprivation, are at risk for lower language and cognitive outcomes.[1][5][6] However, profoundly deaf children who receive cochlear implants and auditory habilitation early in life often achieve expressive and receptive language skills within the norms of their hearing peers; age at implantation is strongly and positively correlated with speech recognition ability.[7][8][9] Early access to language through signed language or technology have both been shown to prepare children who are deaf to achieve fluency in literacy skills.[10][11]
^ abHill, Joseph Christopher; Lillo-Martin, Diane C.; Wood, Sandra K. (12 December 2018). Sign languages: structures and contexts. New York. ISBN 978-0-429-02087-2. OCLC 1078875378.{{cite book}}: CS1 maint: location missing publisher (link)
^Cite error: The named reference :24 was invoked but never defined (see the help page).
^ abHoff, Erika (January 2013). Language development (5th ed.). Belmont, CA. ISBN 978-1-133-93909-2. OCLC 843489860.{{cite book}}: CS1 maint: location missing publisher (link)
^Mitchell, Ross E.; Karchmer, Michaela (2004). "Chasing the Mythical Ten Percent: Parental Hearing Status of Deaf and Hard of Hearing Students in the United States". Sign Language Studies. 4 (2): 138–163. doi:10.1353/sls.2004.0005. ISSN 0302-1475. JSTOR 26190985. S2CID 145578065.
^Hall, Wyatte C.; Levin, Leonard L.; Anderson, Melissa L. (June 2017). "Language deprivation syndrome: a possible neurodevelopmental disorder with sociocultural origins". Social Psychiatry and Psychiatric Epidemiology. 52 (6): 761–776. doi:10.1007/s00127-017-1351-7. ISSN 0933-7954. PMC 5469702. PMID 28204923.
^Boudreault, Patrick; Mayberry, Rachel I. (August 2006). "Grammatical processing in American Sign Language: Age of first-language acquisition effects in relation to syntactic structure". Language and Cognitive Processes. 21 (5): 608–635. doi:10.1080/01690960500139363. ISSN 0169-0965. S2CID 13572435.
^Wai, Ona B. (November 2010). "Language development in children after receiving bilateral cochlear implants between 5 and 18 months". International Journal of Pediatric Otorhinolaryngology. 74 (11): 1258–66. doi:10.1016/j.ijporl.2010.07.026. ISSN 0165-5876. PMID 20800293.
^Geers, Ann E.; Mitchell, Christine M.; et al. (July 2017). "Early Sign Language Exposure and Cochlear Implantation Benefits". Pediatrics. 140 (1). doi:10.1542/peds.2016-3489. ISSN 0031-4005. PMC 5495521. PMID 28759398.
^Fink, Nancy E.; Mitchell, Christine M.; et al. (June 2007). "Childhood Development after Cochlear Implantation (CDaCI) study: design and baseline characteristics". Cochlear Implants International. 8 (2): 92–116. doi:10.1002/cii.333. hdl:2027.42/56091. ISSN 1754-7628. PMID 17549807.
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^Cite error: The named reference :6 was invoked but never defined (see the help page).
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