Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

Hrastinski, Iva; Wilbur, Ronnie Β.

doi:10.1093/deafed/env072

Cited by 97 publications

(82 citation statements)

References 41 publications

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“…Because the cognitive/intellectual disability category included diverse and broad diagnoses that affect language differently, it was not possible to attribute any language difficulties to a single diagnosis. This approach paralleled the method used in a recent study on academic achievement of deaf students from bilingual programs (Hrastinski & Wilbur, 2016). An additional 90 students were not included in the current analysis because schools had not indicated whether students had a disability.…”

Section: Predictorsmentioning

confidence: 99%

The Development of Sensitivity to Grammatical Violations in American Sign Language: Native Versus Nonnative Signers

et al. 2017

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Factors influencing native and nonnative signers’ syntactic judgment ability in American Sign Language (ASL) were explored for 421 deaf students aged 7;6–18;5. Predictors for syntactic knowledge were chronological age, age of entering a school for the deaf, gender, and additional learning disabilities. Mixed‐effects linear modeling analysis revealed main effects of each predictor and an interaction between signing status and learning disability. The native signers showed typical syntactic development that varied by chronological age, gender, additional learning disabilities, and age of entering a deaf school. In contrast, the syntactic development of nonnative signers was more variable. It was less tightly related to chronological age and more strongly influenced by the age at which they had entered the school where assessment occurred, which was highly related to length of exposure to a sign language.

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Section: Predictorsmentioning

confidence: 99%

The Development of Sensitivity to Grammatical Violations in American Sign Language: Native Versus Nonnative Signers

et al. 2017

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“…Additionally, for Deaf children, research supports the notion that fluency in a first language (e.g., ASL) supports learning a second language (Novogrodsky et al, 2014a). In fact, several studies have found that ASL knowledge support the development of English literacy skills (Lange et al, 2013; Andrew et al, 2014; Ausbrooks et al, 2014; Hrastinski and Wilbur, 2016). Hrastinski and Wilbur (2016) examined the relationship between ASL abilities and performance on several different standardized assessments, including the Stanford Achievement Test 10th edition, and the Measures of Academic Progress and their associated sub-tests.…”

Section: Introductionmentioning

confidence: 99%

“…In fact, several studies have found that ASL knowledge support the development of English literacy skills (Lange et al, 2013; Andrew et al, 2014; Ausbrooks et al, 2014; Hrastinski and Wilbur, 2016). Hrastinski and Wilbur (2016) examined the relationship between ASL abilities and performance on several different standardized assessments, including the Stanford Achievement Test 10th edition, and the Measures of Academic Progress and their associated sub-tests. ASL proficiency was the most significant predictor of performance on the different assessments; more important than home language, whether or not the child was implanted, whether or not they had a speech or language impairment, or how old they were during assessment.…”

Section: Introductionmentioning

confidence: 99%

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf

et al. 2016

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Failing to acquire language in early childhood because of language deprivation is a rare and exceptional event, except in one population. Deaf children who grow up without access to indirect language through listening, speech-reading, or sign language experience language deprivation. Studies of Deaf adults have revealed that late acquisition of sign language is associated with lasting deficits. However, much remains unknown about language deprivation in Deaf children, allowing myths and misunderstandings regarding sign language to flourish. To fill this gap, we examined signing ability in a large naturalistic sample of Deaf children attending schools for the Deaf where American Sign Language (ASL) is used by peers and teachers. Ability in ASL was measured using a syntactic judgment test and language-based analogical reasoning test, which are two sub-tests of the ASL Assessment Inventory. The influence of two age-related variables were examined: whether or not ASL was acquired from birth in the home from one or more Deaf parents, and the age of entry to the school for the Deaf. Note that for non-native signers, this latter variable is often the age of first systematic exposure to ASL. Both of these types of age-dependent language experiences influenced subsequent signing ability. Scores on the two tasks declined with increasing age of school entry. The influence of age of starting school was not linear. Test scores were generally lower for Deaf children who entered the school of assessment after the age of 12. The positive influence of signing from birth was found for students at all ages tested (7;6–18;5 years old) and for children of all age-of-entry groupings. Our results reflect a continuum of outcomes which show that experience with language is a continuous variable that is sensitive to maturational age.

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“…Therefore, it may be best to begin with providing both natural languages to the deaf child and permitting the child to decide on which language is more effective for their use. To support this hypothesis, recent peer-reviewed research has shown that an ASL/English bilingual approach leads to higher levels of academic performance (Freel et al, 2011;Hrastinski & Wilbur, 2016). …”

Section: The Conundrum Of Communication Within Deaf Educationmentioning

confidence: 99%

Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process

Trahan¹,

Wolsey²,

Clark³

2018

PSYCH

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For effective educational and language planning for a deaf child, it is important that parents and the child, if they are old enough, understand their rights and the processes involved in developing an Individualized Education Plan (IEP). The IEP provides an important "road map" for deaf children to receive appropriate services for effective educational outcomes. This qualitative study focused on understanding the experiences, both positive and negative, faced by parents of deaf children going through the IEP process. To better understand parents' experiences and perspectives, a grounded theory-based approach was used with a three-step systematic procedural analysis to identify themes, axial codes, and the core category. Based on the data analysis from the interviews, eight themes and three axial codes were identified, leading to the overarching theme of "giving parents a voice". This study provides insights and recommendations to support parents, deaf children, and school personnel in regards to their understanding of an efficient IEP process.

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Academic Achievement of Deaf and Hard-of-Hearing Students in an ASL/English Bilingual Program

Cited by 97 publications

References 41 publications

The Development of Sensitivity to Grammatical Violations in American Sign Language: Native Versus Nonnative Signers

The Development of Sensitivity to Grammatical Violations in American Sign Language: Native Versus Nonnative Signers

American Sign Language Syntax and Analogical Reasoning Skills Are Influenced by Early Acquisition and Age of Entry to Signing Schools for the Deaf

Experiences of Culturally and Linguistically Diverse Parents with Deaf Children during the Individualized Educational Plan Process

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