USING ASL AND PRINT-BASED SIGN TO BUILD FLUENCY AND GREATER INDEPENDENCE WITH WRITTEN ENGLISH AMONG DEAF STUDENTS

dc.creator	KIMBERLY A. WOLBERS
dc.date	2010-12-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:06:59Z
dc.date.available	2015-07-20T22:06:59Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/f6c7158ce0ca447eafa0772869e26bf0
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10873
dc.identifier.uri	https://doaj.org/article/f6c7158ce0ca447eafa0772869e26bf0
dc.description	This study investigated the use of ASL and print-based sign in the development of English writing fluencyand writing independence among deaf, middle school students. ASL was the primary languagethrough which students engaged in higher-level thinking, problem solving and meaning making. Printbasedsign was used for rereading the collaboratively constructed English text. Mixed method approacheswere utilized. First, a pretest-posttest control group design investigated whether students receiving theinstruction made significantly greater gains compared to non-receivers with length of text—one indicatorof writing fluency. There were a total of 33 students, 16 in the treatment group and 17 in the comparisongroup. The intervention lasted a total of 8 weeks, during which the treatment teacher guided the collaborativeconstruction of two English report papers. The comparison group continued with its usual writinginstruction and had equal instructional time. The analysis of variance (ANOVA) for length was statisticallysignificant with a large effect size (d=1.53). Additionally, qualitative data demonstrated ways inwhich three very different classes in the treatment group gained greater English competency and fluency.Further development of ASL as L1 was deemed a necessary component for students with language delays.All students exhibited progressively more independence with writing over time.
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=333
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 10, Iss 1, Pp 99-125 (2010)
dc.subject	Print-based sign
dc.subject	English-based sign
dc.subject	fingerspelling
dc.subject	lipreading
dc.subject	ASL thinkpad
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	USING ASL AND PRINT-BASED SIGN TO BUILD FLUENCY AND GREATER INDEPENDENCE WITH WRITTEN ENGLISH AMONG DEAF STUDENTS
dc.type	Article