Abstract
The early semantic-syntactic utterances of three deaf children of hearing parents were analyzed using the scheme provided by Bloom et al. (1975). Based upon length of signed utterances, the three children as a group used all of the kinds of semantic-syntactic utterances expected except for recurrence; but order of usage for the relations differed between the three deaf children and the four hearing children in the study by Bloom et al. It is here suggested that the differences could be attributed to the “teaching” of language in school as opposed to acquiring language in a natural setting.
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