Toward a differentiated account of facilitators of literacy development and ASL in deaf children

Journal/Book: Top Lang Disord. 1998; 18: 7201 Mckinney Circle, Frederick, MD 21704. Aspen Publ Inc. 73-88.

Abstract: Articles in this issue are reviewed. American Sign Language (ASL) bilingual approaches are shown to support substantial progress by deaf children in English text skills, At the same time, it is clear that there are many different ways to conduct bilingual programs. In addition, there are a number of theoretical explanations for how bilingual contexts may contribute to progress in English literacy and also to progress in spoken English. A theoretical framework from Rare Event Learning theory is presented, with an emphasis on the complex ways in which social, emotional, expectancy, strategy, and motivational conditions dynamically mix with the particular language challenges encountered by deaf learners.

Note: Article Nelson KE, Penn State Univ, Dept Psychol, University Pk,PA 16802 USA

Keyword(s): assessment; emotional regulation; interacting learning conditions; learning benchmarks; learning enhancers; literacy; motivation; sign language; LANGUAGE IMPAIRMENT; WORKING MEMORY; ACQUISITION; HEARING; SYNTAX

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