For Good English Reading Skills, Start With American Sign Language Vocabulary Knowledge

• In Event: Roundtable Session 19
  In Roundtable Session: Focus on Literacy

Abstract

For decades there has been discussion that American Sign Language is not a viable educational tool and in more recent exchanges, ASL is said to be so different that ASL as an L1 cannot support learning to read English (L2). This research presented here challenges these assumptions. We are investigating the transfer of vocabulary knowledge in a L1 (ASL) and its transfer to a written L2 (English) in deaf children. We examine the relationship between vocabulary depth knowledge (definitional knowledge of vocabulary terms) in ASL and reading comprehension in written English in deaf children. Positive and significant correlations were found, supporting deaf children’s ASL vocabulary knowledge and its relationship to reading comprehension in English.

Authors

• Rachel Benedict, Boston University

• Robert J. Hoffmeister, Boston University

• Sarah Fish, Boston University

• Jonathan Henner, Boston University

• Rama Novogrodsky, Boston University

• Patrick Rosenburg, Boston University

• Fran Conlin-Luippold, Boston University