Journal Article10.1093/DEAFED/ENAB032
Deaf Children's ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge.
TL;DR: For example, this paper found that knowledge of ASL syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print using a quantile regression to predict English print abilities.
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Abstract: The current study contributes empirical data to our understanding of how knowledge of American Sign Language (ASL) syntax aids reading print English for deaf children who are bilingual and bimodal in ASL and English print. The first analysis, a conceptual replication of Hoffmeister ( 2000), showed that performance on the American Sign Language Assessment Instrument correlated with the Sanford Achievement Test-Reading Comprehension (SAT-RC) and the Rhode Island Test of Language Structures (RITLS, Engen & Engen, 1983). The second analysis was a quantile regression using ASL assessments to predict English print abilities. Different ASL skills were important for English reading comprehension (SAT-RC) versus understanding English syntax (RITLS); the relationship between ASL skills and English print performance also varied for students at different English print ability levels. Strikingly, knowledge of ASL syntax was robustly correlated with knowledge of English syntax at all ability levels. Our findings provide novel and strong evidence for the impact of ASL on the development of English literacy.
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Citations
Assessment for Reading Instruction
Jennifer S. Beal,Hannah M. Dostal,Susan R. Easterbrooks +2 more
- 20 May 2024
TL;DR: This chapter provides an in-depth overview of language and literacy assessments for deaf/hard-of-hearing students, covering various assessment purposes, administration, and application, with a focus on guiding literacy instruction and recommended assessment practices.
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Learning a Sign Language Does Not Hinder Acquisition of a Spoken Language
12 Apr 2023
TL;DR: This article found that children with early ASL exposure can develop age-appropriate vocabularies in both ASL and spoken English, and that ASL vocabulary size positively correlated with spoken English vocabulary size.
33
Deaf Children Need Rich Language Input from the Start: Support in Advising Parents
TL;DR: For children born deaf, or who become deaf in early childhood, the authors recommend comprehensible multimodal language exposure and engagement in joint activity with parents and friends to assure age-appropriate first-language acquisition.
Parent American Sign Language skills correlate with child–but not toddler–ASL vocabulary size
TL;DR: This paper examined how variation in sign language skills among hearing parents might affect children's vocabulary acquisition and found that parent ASL proficiency was a significant predictor of child ASL vocabulary size, but not among infants and toddlers.
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Learning a second language via print: On the logical necessity of a fluent first language
TL;DR: In this paper , the authors discuss how deaf children can learn a written language via print by mapping print words and phrases to sign language sequences and describe general principles for approaching this task, how it differs from acquiring a spoken language naturalistically, and empirical evidence that Deaf children's knowledge of a signed language facilitates and advances learning a printed language.
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References
Morphological Knowledge and Students Who Are Deaf or Hard-of-Hearing: A Review of the Literature
TL;DR: In this article, deaf or hard-of-hearing (DHH) students who are dysarthric struggle to attain grade-equivalent literacy skills and require education interventions to improve.
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When event knowledge overrides word order in sentence comprehension: Learning a first language after childhood
TL;DR: The results of a sentence-to-picture matching experiment show that event knowledge overrides word order for post-childhood L1 learners, regardless of the animacy of the subject, while both deaf native signers and hearing L2 signers consistently rely on word order to comprehend sentences.
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Morphology Instruction in the Science Classroom for Students Who Are Deaf: A Multiple Probe Across Content Analysis
TL;DR: Findings indicate that deaf and hard-of-hearing students benefit from morphological instruction to build their vocabulary knowledge in content-area classrooms, such as science courses.
Comprehensible and Compelling
Stephen D. Krashen,Sy-Ying Lee,Christy Lao +2 more
TL;DR: Comprehensible and Compelling reading materials are essential for young learners' success. Libraries directly support literacy development.
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