Exploring Linguistic Interdependence between American Sign Language and English through Correlational and Multiple Regression Analyses of the Abilities of Biliterate Deaf Adults

Abstract

The purpose of this study was to explore issues of linguistic interdependence between American Sign Language (ASL) and English within the context of reading comprehension skills among thirty-two bilingual Deaf (Note 1) adults. By synthesizing findings within existing literature, a prediction model of reading comprehension was developed. Researchers investigated whether or not the threshold hypothesis and linguistic interdependence theory (Cummins, 1976(Cummins, , 1979(Cummins, , 1981(Cummins, , 2003 could be generalizable to bimodal bilinguals. Researchers investigated relationships among six instructional constructs and several environmental variables thought to be predictor variables for reading comprehension. Statistically significant findings included the identification of ten relationships among instructional predictors and five relationships regarding environmental factors. Statistically significant relationships are presented and implications for the generalizability of linguistic interdependence for bimodal bilinguals are summarized. Results of this study suggest that both the threshold hypothesis and linguistic interdependence theory are both generalizable to ASL and English, despite linguistic incongruency. Specific proficiencies transferred among ASL Morphology and English Reading Vocabulary, ASL Morphology and English Reading Comprehension, and ASL Semantics and English Language Mechanics.

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

“…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.…”