A Study of the Relationship Between American Sign Language and English Literacy

Strong, Michael; Prinz, Philip M.

doi:10.1093/oxfordjournals.deafed.a014308

Cited by 195 publications

(113 citation statements)

References 9 publications

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“…With respect to the second hypothesis, it was found that native signers of ASL had significantly higher bilingual abilities in ASL and written English, implying that having control of ASL as a native language may act as a bridge to stronger reading abilities. Previous research conducted by Vernon and Koh (1970), Strong and Prinz (1997), and Stuckless and Birch (1966) has shown that deaf children of deaf parents perform significantly better on reading comprehension tests than do deaf children of hearing parents. As a result, deaf children of deaf parents, who are raised in an ASL environment and develop ASL as a native language, have been found to possess stronger reading skills than deaf children raised by hearing parents, who do not develop ASL as a native language.…”

Section: Discussionmentioning

confidence: 85%

“…By recognizing the importance of communication and the child's communication needs, parents can foster more positive educational outcomes. When comparing deaf children of deaf parents (DoD) and deaf children of hearing parents (DoH), research has found that DoD generally outperform DoH children in future linguistic and academic success related to their ASL abilities (Meadow, 1968;Quigley & Frisini, 1961;Stevenson, 1964;Strong & Prinz, 1997;Stuckless & Birch, 1966).…”

Section: Family Influences On Deaf Individualsmentioning

confidence: 99%

“…Therefore, deaf individuals' below-average reading skills may likely stem from inadequate instruction of ASL in the educational environment, rather than the insufficient aptitude of deaf students (DeLana, Gentry, & Andrews, 2007). Indeed, research has shown that failing to completely develop a first language results in severely negative consequences, including major challenges in academic and vocational successes (Niemann, Greenstein, & David, 2004;Strong & Prinz, 1997).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Freel¹,

Clark²,

Anderson³

et al. 2011

PSYCH

158

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Language (ASL) competency and English reading skills. Results revealed a positive relationship between ASL competency and English skills, with highly competent signers scoring higher on a measure of reading comprehension. Additionally, family characteristics (e.g., parental education level, family hearing status) were entered into the analysis to ascertain their effect on Deaf individuals' bilingual abilities. The findings support the theory that competency in ASL may serve as a bridge to the acquisition of English print. Moreover, the findings provide support for the critical period hypothesis for first language acquisition and its later impact on other cognitive and academic skills.

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Section: Discussionmentioning

confidence: 85%

Section: Family Influences On Deaf Individualsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Freel¹,

Clark²,

Anderson³

et al. 2011

PSYCH

158

View full text Add to dashboard Cite

show abstract

“…This notion is well in line with the ELU model , which suggests that explicit processing of domain general semantic representations aids language understanding during challenging language conditions. There are also several studies indicating a positive relationship between general sign language skills and comprehension of written texts (Chamberlain & Mayberry, 2008;Freel et al, 2011;Heiling, 1994;Hoffmeister, 2000;Schönström, 2010) or general literacy skills (Strong & Prinz, 1997). The overall picture indicates that general sign language skills, in particular, maintenance of semantic representations in working memory, is of importance in the development of reading comprehension in DHH signing children.…”

Section: Learning To Comprehend Texts As a Sign Language Usermentioning

confidence: 98%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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“…Relato de pesquisa lingüística da língua de sinais como suporte para as habilidades de escrita de crianças surdas (STRONG; PRINZ, 1997;WILLIAMS, 1999, RATHMANN, MANN;MORGAN, 2007).…”

Section: Flexão Verbal Na Escrita De Surdosunclassified

Análise da flexão verbal de tempo na escrita de surdos sinalizadores

Crato

Cárnio

2009

Rev. bras. educ. espec.

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RESUMO: a produção escrita de estudantes surdos tem sido objeto de estudos nacionais e internacionais devido às histórias recorrentes de fracassos escolares e as dificuldades de ensino por parte dos educadores em propiciar a significação da Língua Escrita para esta população especifica. Pesquisas nacionais enfatizam que os surdos apresentam dificuldades na escrita do português, principalmente no uso de verbos. Buscando compreender melhor este processo, o presente estudo teve por objetivo avaliar a flexão verbal de tempo na escrita de surdos sinalizadores e observar a presença de outros marcadores de tempo em suas frases. O estudo foi realizado com vinte e dois sujeitos, com idade entre 14 e 24 anos e escolaridade de 3ª a 7ª série do Ensino Fundamental. Estes indivíduos foram avaliados quanto ao conhecimento em Língua Brasileira de Sinais de seis verbos de ação (por meio de cartelas contendo figuras representando estas ações) e em seguida foram orientados a escrever três frases com cada verbo, sendo uma no tempo passado, uma no presente e uma no futuro. Os dados foram avaliados qualitativa e quantitativamente e demonstraram que os sujeitos apresentaram dificuldade na flexão verbal de tempo, havendo o predomínio do verbo na forma nominal do infinitivo. Quanto a outros marcadores de tempo utilizados nas frases, os advérbios de tempo foram os mais freqüentes. Os sujeitos que estavam matriculados em séries mais avançadas apresentaram melhor uso das flexões verbais de tempo e fizeram uso mais freqüente de outros marcadores de tempo. Conclui-se que apesar de um longo tempo de escolaridade, a maioria dos surdos do estudo não sabe realizar a flexão verbal de tempo da Língua Portuguesa. Este fato demonstra a necessidade de repensar as práticas de ensino da Língua Portuguesa, como segunda língua, para que os surdos tenham a oportunidade de apropriar-se cada vez mais cedo da escrita, e participar ativamente da sociedade. PALAVRAS-CHAVE:Surdez. Linguagem escrita. Língua brasileira de sinais. Educação Especial.ABSTRACT: written production of deaf students has been the focus of national and international studies due to recurrent cases of academic failure and to the problems teachers encounter as they attempt to ensure understanding of the written language for this specific population. National research emphasizes that deaf students present difficulties in writing in Portuguese, specifically in verb use. In order to better understand this process, this study aimed to assess verbal inflection for tense in deaf signers' written production and to observe the presence of other tense markers in their sentences. The study was carried out with twenty two subjects, ranging in age from 14 to 24 years, with an educational level varying from the 3 rd to the 7 th grade Elementary School level. Subjects were assessed concerning their knowledge of six action verbs in Brazilian Sign Language (using boards with pictures representing the actions) and then they were asked to write three sentences with each verb, one in the past tense, one in the...

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A Study of the Relationship Between American Sign Language and English Literacy

Cited by 195 publications

References 9 publications

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Deaf Individuals’ Bilingual Abilities: American Sign Language Proficiency, Reading Skills, and Family Characteristics

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Análise da flexão verbal de tempo na escrita de surdos sinalizadores

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