Building a Foundation for Reading Success: Early American Sign Language and Academic Literacy Outcomes among Deaf and Hard of Hearing Adolescents

Autor/in	Scott, Jessica A.
Titel	Building a Foundation for Reading Success: Early American Sign Language and Academic Literacy Outcomes among Deaf and Hard of Hearing Adolescents
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 9, S.3347-3360 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Jessica A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2022.2052791
Schlagwörter	Reading Achievement; American Sign Language; Outcomes of Education; Literacy Education; Deafness; Hearing Impairments; Students with Disabilities; Adolescents; Age Differences; Reading Comprehension; Reading Fluency; Language Proficiency; Language Acquisition; Middle School Students; High School Students; Special Schools; Reading Tests; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseleistung; Lernleistung; Schulerfolg; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Age; Difference; Age difference; Altersunterschied; Leseverstehen; Language skill; Language skills; Sprachkompetenz; Sprachaneignung; Spracherwerb; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Special school; Sonderschule; Lesetest
Abstract	Although there is evidence that academic registers of English are important for hearing monolingual and multilingual learners as they develop through adolescence, there has been less research in this area with deaf and hard of hearing students. The current study sought to determine whether students who were exposed to American Sign Language (ASL) before age 5 experienced a different relationship between language and literacy skills (e.g. reading comprehension, reading fluency, academic English, ASL proficiency) as compared to students who learned ASL after age 5. Findings suggested that academic English was a predictor of reading comprehension across all students, though differences in language development seemed to exist between those who had early ASL and deaf parents as compared to students with later ASL exposure and/or hearing parents. Findings indicate the need to continued research in these areas and for increased opportunities for language learning during the earliest years of life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01