SW curriculum

[Barbara O'Dea]

I expect the symbols in SignWriting are not analogous to symbols for 
spoken words, especially in cases like the one for French morphemes 
like  -aux with its 3 letters that represent only one sound [o]. 
Children will learn the letter-sound distribution before they learn 
combinations of letters that will make up one sound or other unusual 
effects observed in written languages.

Has there been research about the processing of SignWriting symbols? I 
know brain injury research has illustrated that characters of written 
Chinese are not processed in the same way as the sounds/letters of an 
alphabetic system such as English or French. SignWriting symbols are 
more phonetic than Chinese characters I expect (I'm not sure phonetic is 
the correct word to use here); but they may also be less abstract than 
alphabetic systems.

Lots of research to be done for sure.

odeeodee


Andrée Gagnon wrote:

> Dear SW members,
>
> ... French hearing children in grade 1 learn to form the regular 
> plural of the nouns by adding an " s": chat-chats ( in English, 
> cat-cats).  But, they cannot acquire the plural "aux"of nouns ending 
> in "al"  in grade 1: cheval-chevaux ( in English ox-oxen).  It is only 
> in grade 2  that the hearing children can acquire appropriately the 
> plural " aux" of the nouns  ending "al".
>
>     As the level of grades seems important for deaf children to 
> acquire the symbol of rotation, my question is : should it be in grade 
> 2 or in grade 3?  As far as  I am conserned I do not know.
>
>  
>
> Best regards
>
>  
>
>  
>
>  
>
> André Thibeault
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/sw-l/attachments/20061006/83a826da/attachment.htm>