Amy Lederberg

Georgia State University, Educational Psychology and Special Education, Faculty Member

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My research is focused on language and literacy development of deaf children. Recent research projects include (1) the development of a new curriculum, called Foundations for Literacy with an interdisciplinary team of researchers and teachers. Foundations is an intervention program designed to teach alphabetic knowledge, phonological awareness, and vocabulary to deaf prekindergarteners (funded by IES) and (2) an examination of rapid word learning abilities of preschoolers (funded by the US Department of Education.) I am also co-Training Director of the Institute of Education Sciences (IES) Post-Doctoral Research Training in Language and Literacy with Special Populations Program.
Phone: 4044138313

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Language Development of Deaf Children with Hearing Parents

Deaf children with hearing parents are born into a world without language. This nonverbal environ... more Deaf children with hearing parents are born into a world without language. This nonverbal environment is sufficient for the development of the cognitive basis of language (joint attention and nonlinguistic communication dialogues), but not language itself. Even after hearing loss is identified and there is improved access to language, deaf children show multiple linguistic deficits. Although there are wide individual differences, deaf children and adolescents have delayed and slow vocabulary development and poor syntactic knowledge, especially in the areas of morphosyntax and complex sentences. Such problems result from restricted linguistic input and early language deprivation. Recent advances such as universal newborn hearing screening, cochlear implants, and improved intervention programs hold promise for improving the linguistic sequelae of deafness.

Vocabulary Development of Deaf and Hard of Hearing Children

Gallaudet University Press eBooks, Jun 5, 2001

Page 106. I VOCABULARY DEVELOPMENT OF DEAF AND HARD OF HEARING CHILDREN Amy R. Lederberg and Patr... more

Impact of Child Deafness on Mother-Toddler Interaction: Strengths and Weaknesses

5 Impact of Child Deafness on Mother-Toddler Interaction: Strengths and Weaknesses Amy R. Lederbe... more

Fingerspelling and Print: Understanding the Word Reading of Deaf Children

American Annals of the Deaf, 2019

Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children ... more Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Five of the 6 participants learned most of the words taught with no differentiation by condition. Participants could recognize and fingerspell taught words, even if those words were not taught via fingerspelling.

Amy Lederberg

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