If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy

Koulidobrova, Elena; Kuntze, Marlon; Dostal, Hannah M.

doi:10.1353/lan.2018.0029

Cited by 10 publications

(15 citation statements)

References 80 publications

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“…The activation of signed L1 phonology during reading predicts, accurately, that deaf children who do well on phonological assessments in their signed L1 perform comparable to hearing children on reading assessments [60]. Conversely, deaf children who lack L1 skills should perform poorly on assessments of reading when compared to deaf native signers, which they do (see [60]).…”

Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 96%

“…However, other studies point to significant within group variation, demonstrating that not all infants who receive implants gain adequate access to the auditory language present in their environments [4,33,[56][57][58][59]. Deaf children raised in spoken English environments who do not have full access to English exhibit language delays not only in the acquisition of English, but also in ASL [16,60]. In 2019, Hall, Hall, and Caselli [33] report that deaf children are still "significantly underperforming on standardized assessments of speech and spoken language, even after early identification, early amplification, and early enrollment in intervention and support services" (p. 3).…”

Section: Deaf Children Whose Home Language Is Spoken Englishmentioning

confidence: 99%

“…It has long been recognized that deaf children's receptive and expressive ASL abilities are predictive of reading achievement [4,7,60,101,[121][122][123][124][125][126][127][128][129][130][131]. Additionally, recent neuroimaging research has produced evidence that bilingualism, regardless of language modality, yields language-specific plasticity in the brain's left hemisphere that supports later literacy development [132][133][134].…”

Section: Sign Language As a Foundation For Literacymentioning

confidence: 99%

“…It is widely acknowledged that phonological skills are highly correlated with reading ability (see [137]), and there is a substantial body of research that indicates a strong correlation between deaf children's phonological skills in English and their English reading skills [60,[138][139][140]. However, recent research suggests that deaf children's phonological knowledge may not be as significant a predictor of reading ability as was once assumed.…”

Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 99%

“…A growing body of research suggests that, in fact, "phonological awareness is not to be equated with decoding" [60] (p. 108). For example, Morford, Wilkinson, Villwock, Piñar, and Kroll [144] have demonstrated that deaf bilinguals are actually activating ASL phonological representations during their processing of written English words.…”

Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 99%

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Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 96%

Section: Deaf Children Whose Home Language Is Spoken Englishmentioning

confidence: 99%

Section: Sign Language As a Foundation For Literacymentioning

confidence: 99%

Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 99%

Section: The Critical Role Of Linguistic Segmentationmentioning

confidence: 99%

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Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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Genetic testing and eHealth usage among Deaf women

Kushalnagar

Holcomb

Sadler

2019

Journal of Genetic Counseling

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In the past decade, accessible information in American Sign Language (ASL) about cancer and genetic testing is expanding on eHealth platforms, including social network sites, commercial sites, and mobile apps. Primary data on genetic testing awareness and genetic testing for BRCA 1/2 among Deaf women were gathered using HINTS‐ASL survey between November 2016 and April 2018, and secondary data for hearing women were drawn from NCI's HINTS 5 Cycle 1 survey in 2017. Deaf women who had heard of DNA testing (63%) were more likely to be young adults, college graduates, and/or have a family history of cancer. Compared to hearing women, Deaf women who had heard of genetic testing were more likely to use social networking sites to read or share information about medical topics and watch health‐related videos. Making eHealth platforms accessible in ASL and easy‐to‐understand text can help reduce knowledge gap in genetic testing, since some Deaf women may not be using genetic testing to help identify whether they are at increased risk for breast and ovarian cancer early on, before they are diagnosed with cancer.

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Deaf Children’s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge

Hoffmeister

Henner

Caldwell‐Harris

et al. 2021

The Journal of Deaf Studies and Deaf Education

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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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If you use ASL, should you study ESL? Limitations of a modality-b(i)ased policy

Cited by 10 publications

References 80 publications

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Genetic testing and eHealth usage among Deaf women

Deaf Children’s ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge

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