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Teacher reports of ASL literacy instruction in deaf education.

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Title: Teacher reports of ASL literacy instruction in deaf education.
Authors: Holcomb, Leala1 (AUTHOR), Eberwein, Adele Ann2 (AUTHOR)
Source: Journal of Deaf Studies & Deaf Education. Apr2026, Vol. 31 Issue 2, p224-237. 14p.
Subject Terms: *Curriculum, *Self-evaluation, *Focus groups, *Teaching methods, *Education of the deaf, *College teacher attitudes, *Ability, *Academic achievement, *Sign language, *Training, Scale analysis (Psychology), Questionnaires, Descriptive statistics, Poetry (Literary form), Video recording
Geographic Terms: United States
Abstract: The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education. [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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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Teacher reports of ASL literacy instruction in deaf education.
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  Data: <searchLink fieldCode="AR" term="%22Holcomb%2C+Leala%22">Holcomb, Leala</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eberwein%2C+Adele+Ann%22">Eberwein, Adele Ann</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Deaf+Studies+%26+Deaf+Education%22">Journal of Deaf Studies & Deaf Education</searchLink>. Apr2026, Vol. 31 Issue 2, p224-237. 14p.
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
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  Label: Abstract
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  Data: The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195186183
RecordInfo BibRecord:
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        Value: 10.1093/jdsade/enaf060
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 224
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Focus groups
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Education of the deaf
        Type: general
      – SubjectFull: College teacher attitudes
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Sign language
        Type: general
      – SubjectFull: Training
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Poetry (Literary form)
        Type: general
      – SubjectFull: Video recording
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Teacher reports of ASL literacy instruction in deaf education.
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          Name:
            NameFull: Holcomb, Leala
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            NameFull: Eberwein, Adele Ann
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            – D: 01
              M: 04
              Text: Apr2026
              Type: published
              Y: 2026
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              Value: 31
            – Type: issue
              Value: 2
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            – TitleFull: Journal of Deaf Studies & Deaf Education
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