The efficacy of signing to promote verbal comprehension and expres
sion in children with learning difficulties has been considered frequently
in the literature. This study examines the influence of signing on an
individual teaching session. The teaching of big/little was investigated in
eight children with severe learning difficulties between 3;6 and 6;0 years.
Results indicate that it is a beneficial tool both for the child and for the
adult which serves to improve the quality of a discourse approach to
teaching.
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