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Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents.

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Title: Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents.
Authors: Scott, Jessica A.1 jscott96@gsu.edu
Source: International Journal of Bilingual Education & Bilingualism. Oct2022, Vol. 25 Issue 9, p3347-3360. 14p.
Subject Terms: *Academic achievement, *Deaf students, *Multilingualism, Sign language acquisition, Monolingualism, American English language
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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Bilingual Education & Bilingualism is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents.
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  Data: <searchLink fieldCode="AR" term="%22Scott%2C+Jessica+A%2E%22">Scott, Jessica A.</searchLink><relatesTo>1</relatesTo><i> jscott96@gsu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Bilingual+Education+%26+Bilingualism%22">International Journal of Bilingual Education & Bilingualism</searchLink>. Oct2022, Vol. 25 Issue 9, p3347-3360. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Deaf+students%22">Deaf students</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+language+acquisition%22">Sign language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Monolingualism%22">Monolingualism</searchLink><br /><searchLink fieldCode="DE" term="%22American+English+language%22">American English language</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Bilingual Education & Bilingualism is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/13670050.2022.2052791
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        Text: English
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Deaf students
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Sign language acquisition
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      – SubjectFull: Monolingualism
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      – SubjectFull: American English language
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      – TitleFull: Building a foundation for reading success: early American Sign Language and academic literacy outcomes among deaf and hard of hearing adolescents.
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              Text: Oct2022
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