Explicating the Relationship between ASL and English in Text Comprehension

Autor/in	Kuntze, Marlon
Titel	Explicating the Relationship between ASL and English in Text Comprehension
Quelle	In: American Annals of the Deaf, 167 (2023) 5, S.700-722 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	American Sign Language; Deafness; Reading Comprehension; English; Middle School Students; Inferences; Communication Skills; Vocabulary; Parent Child Relationship; Finger Spelling; Bilingual Education; Correlation + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Leseverstehen; English language; Englisch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Inference; Inferenz; Kommunikationsstil; Wortschatz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Fingeralphabet; Bilingual teaching; Bilingualer Unterricht; Korrelation
Abstract	The discussion on the role of American Sign Language (ASL) in deaf students' reading development has been long and contentious. The students' limited knowledge of English has been commonly perceived as a culprit in making reading difficult. However, a more nuanced explanation of reading performance and its relationship with competence in ASL's potential role is needed. In the present study, multivariate analyses of the variance in the ASL and English comprehension performance of 91 middle school students at an ASL-English bilingual school revealed some important insights. Inference-making skills in ASL are an important predictor. For the students with hearing parents, the quality of communicative access at home contributed significantly to the overall explanation of the variance in English passage comprehension; along with the age at exposure to ASL, it accounted for a large part of the variance in the ASL passage comprehension. (As Provided).
Anmerkungen	Gallaudet University Press. 800 Florida Avenue NE, Denison House, Washington, DC 20002-3695. Tel: 202-651-5488; Fax: 202-651-5489; Web site: https://gupress.gallaudet.edu/annals/index.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01