دورية أكاديمية
Four American Sign Language Learner Groups: Are They Really Different?
| العنوان: | Four American Sign Language Learner Groups: Are They Really Different? |
|---|---|
| المؤلفون: | Beal JS; College of Education and Human Services, Valdosta State University., Trussell JW; Masters of Science in Secondary Education (MSSE), National Technical Institute for the Deaf @ RIT.; Center for Education Research Partnerships, Rochester Institute of Technology, National Technical Institute for the Deaf., Walton D; Center for Education Research Partnerships, Rochester Institute of Technology, National Technical Institute for the Deaf. |
| المصدر: | Journal of deaf studies and deaf education [J Deaf Stud Deaf Educ] 2022 Aug 06; Vol. 27 (3), pp. 283-296. |
| نوع المنشور: | Journal Article |
| اللغة: | English |
| بيانات الدورية: | Publisher: Oxford University Press Country of Publication: United States NLM ID: 9889915 Publication Model: Print Cited Medium: Internet ISSN: 1465-7325 (Electronic) Linking ISSN: 10814159 NLM ISO Abbreviation: J Deaf Stud Deaf Educ Subsets: MEDLINE |
| أسماء مطبوعة: | Original Publication: Cary, NC : Oxford University Press, c1996- |
| مواضيع طبية MeSH: | Language* , Sign Language*, Child ; Humans ; Learning ; Students ; United States ; Universities ; Young Adult |
| مستخلص: | We investigated the receptive American Sign Language (ASL) skills of four separate groups using the 42-item ASL-Receptive Skills Test: Deaf high school-aged students who attended a residential school; deaf incoming college students who preferred signed language; deaf incoming college students who preferred spoken language; and typically hearing college-aged second language-second modality learners (M2L2) of ASL. Many deaf students learn ASL as a delayed first language due to a lack of sign language models within their home environments. In contrast, M2L2 students likely engage in some transfer between their first (spoken) and second (signed) language when learning ASL. All four groups scored similarly overall on the ASL-RST (~77% correct), and all four groups scored the lowest for number-distribution, spatial verbs location, size-and-shape-specifiers, and role shift. We present instructional implications that include incorporation of ASL standards and evidence-based instructional strategies for all four groups. (© The Author(s) 2022. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.) |
| تواريخ الأحداث: | Date Created: 20220606 Date Completed: 20220812 Latest Revision: 20220908 |
| رمز التحديث: | 20231215 |
| DOI: | 10.1093/deafed/enac004 |
| PMID: | 35667013 |
| قاعدة البيانات: | MEDLINE |
Full Text Finder | تدمد: | 1465-7325 |
|---|---|
| DOI: | 10.1093/deafed/enac004 |