On the relation between the signing and reading skills of deaf bilinguals

Hermans, Daan; Ormel, Ellen; Knoors, Harry

doi:10.1080/13670050903474093

Cited by 32 publications

(28 citation statements)

References 39 publications

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“…The finding of a relationship between vocabulary knowledge and reading comprehension confirms prior findings with deaf readers (Fish et al., ; Hermans et al., ; Hermans et al., ; Mayberry et al., ; Strong & Prinz, ). The importance of vocabulary knowledge in an L1 for reading comprehension in an L2 has been emphasized by Proctor et al ().…”

Section: Discussionsupporting

confidence: 88%

“…Knowledge of signed language vocabulary correlates with knowledge of the print vocabulary of a spoken language (Hermans, Knoors, Ormel, & Verhoeven, ; Hermans et al., ; Strong & Prinz, ). Strong and Prinz () found that deaf children with higher facility in ASL outperformed children in the lowest ASL ability level in English literacy, regardless of age and IQ.…”

Section: Background To the Studymentioning

confidence: 99%

“…Good ASL skills correlate with L2 reading comprehension (Chamberlain & Mayberry, 2000;Hermans, Ormel, & Knoors, 2010;Hoffmeister, 2000;Lichtenstein, 1998;Miller et al, 2012;Strong & Prinz, 1997). A growing literature examines how ability in vocabulary, syntax, and phonology influences reading comprehension, as described in the next section.…”

Section: The Relationship Between Language Knowledge In a L1 And Readmentioning

confidence: 99%

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The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

et al. 2014

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It is unknown if the developmental path of antonym knowledge in deaf children increases continuously with age and correlates with reading comprehension, as it does in hearing children. In the current study we tested 564 students aged 4–18 on a receptive multiple‐choice American Sign Language (ASL) antonym test. A subgroup of 138 students aged 7–18 took the Stanford Achievement Test reading comprehension test. The results showed that antonym knowledge depended more strongly on age for deaf children with deaf parents than for deaf children with hearing parents. This indicates more developmentally typical acquisition for deaf children with deaf parents, consistent with early natural language exposure. Multiple regressions demonstrated that ASL antonym knowledge eliminated the advantage of deaf parents for reading. This establishes a language effect of ASL on reading comprehension in English.

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Section: Discussionsupporting

confidence: 88%

Section: Background To the Studymentioning

confidence: 99%

Section: The Relationship Between Language Knowledge In a L1 And Readmentioning

confidence: 99%

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The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

et al. 2014

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“…It has long been recognized that deaf children's receptive and expressive ASL abilities are predictive of reading achievement [4,7,60,101,[121][122][123][124][125][126][127][128][129][130][131]. Additionally, recent neuroimaging research has produced evidence that bilingualism, regardless of language modality, yields language-specific plasticity in the brain's left hemisphere that supports later literacy development [132][133][134].…”

Section: Sign Language As a Foundation For Literacymentioning

confidence: 99%

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Howerton-Fox

Falk²

2019

Education Sciences

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The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Three ways of interpreting the label ‘English Learner’ in relationship to deaf children are explored: (1) as applied to deaf children whose native language is American Sign Language; (2) as applied to deaf children whose parents speak a language other than English; and (3) as applied to deaf children who have limited access to the spoken English used by their parents. Recent research from the fields of linguistics and neuroscience on the effects of language deprivation is presented and conceptualized within a framework that we refer to as the psycholinguistic turn in deaf education. The implications for developing the literacy skills of signing deaf children are explored, particularly around the theoretical construct of a ‘bridge’ between sign language proficiency and print-based literacy. Finally, promising directions for future inquiry are presented.

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“…This work has made an important contribution to our thinking about transfer between sign and spoken languages, suggesting that transfer at the semantic lexical and grammatical level can be obtained in the case of bimodal bilingual deaf learners ). Hermans, Ormel & Knoors (2010) suggest that this should be described as an 'associative' and not a 'direct' transfer, but argue that this can nonetheless can be 'cultivated ' (p.194) through the right kind of teaching to become automatic.…”

Section: Language Interactionmentioning

confidence: 99%

Deaf children's bimodal bilingualism and education

Swanwick

2015

Lang. Teach.

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This paper provides an overview of the research into deaf children's bilingualism and bilingual education through a synthesis of published studies over the last 15 years. This review brings together the linguistic and pedagogical work on bimodal bilingualism to inform educational practice. The first section of the review provides a synthesis of the research, addressing linguistic, cognitive and social aspects of bimodal bilingualism. This is followed by a focus on bimodal bilingual language experience and use in different learning contexts. These first two sections provide the context for the main focus of the review: education and learning. The third section reports on links made between bimodal bilingualism and learning with regard to deaf children's literacy development. The fourth section examines further research into bimodal bilingual pedagogies. The final section considers the theoretical and practical implications of the field to date in developing a contemporary model of bimodal bilingual education for deaf children. It also charts future research priorities. BiographyDr Swanwick is an Associate Professor in Deaf Education at Leeds University in the School of Education. Her research and publications centre on deafness, language and learning and the development of pedagogies and practitioner understanding. Her funded research includes a 2 collaborative ESRC funded project looking at deaf children's early literacy experiences in the home; a Nuffield funded project on the role of sign language for deaf children with cochlear implants and a British Academy project on approaches to critical thinking and reflective practice across the national training provision for teachers of the deaf. Her current work, funded through a British Academy Mid-Career Fellowship, centres on the development of a model of bimodal bilingualism and learning which situates deafness and language learning within a plural view of language and culture in society. Dr Ruth Swanwick Associate Professor in Deaf EducationThe School of Education, Hillary PlaceThe University of Leeds Leeds, LS18 5LU IntroductionThe practice of educating deaf children bilingually through the use of sign language alongside written and spoken language initially developed during the 1980s in Scandanavia, the USA and the UK. This approach developed as a response to concerns about deaf children's attainments within traditional spoken language approaches (see, for example, Conrad 1979) and research demonstrating sign languages to be naturally evolving rule-governed languages (Stokoe 1960;Klima & Bellugi 1979;Kyle & Woll 1985). As the linguistic study of sign languages burgeoned, the increasing role of sign languages in education fostered the development of new teaching approaches (Mahshie 1995;Knight & Swanwick 2002). The articulation of a socio-cultural understanding of deafness provoked new research into deaf children's language development, culture and identity. Developments in practice and research, and the increasing activity of interest 3 groups in the d...

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On the relation between the signing and reading skills of deaf bilinguals

Cited by 32 publications

References 39 publications

The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

The Development of Antonym Knowledge in American Sign Language (ASL) and Its Relationship to Reading Comprehension in English

Deaf Children as ‘English Learners’: The Psycholinguistic Turn in Deaf Education

Deaf children's bimodal bilingualism and education

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