Literacy and signing deaf students: a multi-national scoping review.
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| Title: | Literacy and signing deaf students: a multi-national scoping review. |
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| Authors: | Dostal, Hannah1 hannah.dostal@uconn.edu, Scott, Jessica2, Gediel, Ana1,3, Vilhalva, Shirley4, Gasparin, Camila5 |
| Source: | Journal of Deaf Studies & Deaf Education. Oct2024, Vol. 29 Issue 4, p467-484. 18p. |
| Subject Terms: | *Reading, *Students with disabilities, *Education of the deaf, *Research, *Literacy, *Sign language, *Language acquisition, *ERIC (Information retrieval system), *Written communication, Deafness & psychology, Systematic reviews, Spanish language, English language, Psychosocial factors, Psychology information storage & retrieval systems |
| Abstract: | Many literature reviews or other types of reviews (e.g. meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Deaf Studies & Deaf Education is the property of Oxford University Press / USA 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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