The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English.

Autor/inn/en	Novogrodsky, Rama; Caldwell-Harris, Catherine; Fish, Sarah; Hoffmeister, Robert J.
Titel	The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English.
Quelle	In: Language learning, 64 (2014) 4, S. 749-770Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 3; Anmerkungen 7; Literaturangaben; Tabellen 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0023-8333; 1467-9922
DOI	10.1111/lang.12078
Schlagwörter	Empirische Forschung; Englisch; USA; Gebärdensprache; Leseverstehen; Empirische Forschung; Antonymie; Englisch; Leseverstehen; Gebärdensprache; USA
Abstract	It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4-18 on a receptive multiple-choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7-18 took the Stanford Achievement Test reading comprehension test. The results showed that antonym knowledge depended more strongly on age for deaf children with deaf parents than for deaf children with hearing parents. This indicates more developmentally typical acquisition for deaf children with deaf parents, consistent with early natural language exposure. Multiple regressions demonstrated that ASL antonym knowledge eliminated the advantage of deaf parents for reading. This establishes a language effect of ASL on reading comprehension in English. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2