English Literacy Outcomes in Sign Bilingual Programs: Current State of the Knowledge

Autor/inn/en	Mayer, Connie; Trezek, Beverly J.
Titel	English Literacy Outcomes in Sign Bilingual Programs: Current State of the Knowledge
Quelle	In: American Annals of the Deaf, 164 (2020) 5, S.560-576 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	Literacy; Deafness; Futures (of Society); Outcomes of Education; Reading Comprehension; Scores; American Sign Language; Hearing (Physiology); Parent Child Relationship; Bilingual Education Programs; Reading Tests; Disabilities; Language Proficiency; Comorbidity; Native Language; Second Language Learning; English; Assistive Technology; Research Reports; Educational Trends; Teaching Methods + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Gehörlosigkeit; Taubstummheit; Future; Society; Zukunft; Lernleistung; Schulerfolg; Leseverstehen; Gehör; Hören; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lesetest; Handicap; Behinderung; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English language; Englisch; Research report; Forschungsbericht; Bildungsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors (a) examine the available peer-reviewed research documenting the literacy achievement of deaf children educated in sign bilingual programs, (b) identify gaps in the empirical literature, and (c) propose directions for future research. This review was limited to studies that reported reading and writing outcomes. On this basis, only 3 studies were identified, representing those published over a period of approximately 20 years (1997-2017) and collectively reporting literacy outcomes for 127 deaf students. Overall, the studies indicate that the majority of participants were not achieving reading comprehension scores in the average range; further, a wide range of variability in achievement was reported across the 3 studies. Factors potentially affecting achievement, such as the presence of additional disabilities, level of American Sign Language proficiency, use of hearing technologies, and parental hearing status, are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01