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

Autor/inn/en	Hoffmeister, Robert; Henner, Jon; Caldwell-Harris, Catherine; Novogrodsky, Rama
Titel	Deaf Children's ASL Vocabulary and ASL Syntax Knowledge Supports English Knowledge
Quelle	In: Journal of Deaf Studies and Deaf Education, 27 (2022) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hoffmeister, Robert) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enab032
Schlagwörter	Deafness; American Sign Language; Syntax; Reading Skills; Printed Materials; English; Bilingualism; Predictor Variables; Language Skills; Reading Comprehension; Knowledge Level; Correlation; Literacy; Standardized Tests; Achievement Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Reading skill; Lesefertigkeit; English language; Englisch; Bilingualismus; Prädiktor; Language skill; Sprachkompetenz; Leseverstehen; Wissensbasis; Korrelation; Alphabetisierung; Schreib- und Lesefähigkeit; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01