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Direct linkScott, Jessica A.; Dostal, Hannah M.; Lane-Outlaw, Susan – American Annals of the Deaf, 2021
Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek [EJ1269623] regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek's article appeared in the Winter 2020 "American Annals of the…
Descriptors: Deafness, Educational Research, Literacy Education, Bilingual Education
Peer reviewedPeffley, Sybil – American Annals of the Deaf, 1991
An outsider to the field of deaf education questions the seeming ambiguousness in terminology, lack of scientific research, continuing controversies, and lack of definitive answers. Questions concern such issues as the difference between "Deaf" and "deaf" and the feasibility of the American Sign Language/English-as-a-Second-Language proposal.…
Descriptors: American Sign Language, Deafness, Educational Practices, Elementary Secondary Education
Peer reviewedDugdale, Pat; Kennedy, Graeme; McKee, David; McKee, Rachel – Journal of Deaf Studies and Deaf Education, 2003
This response to a previous article on aerial spelling (AS) in New Zealand Sign Language applauds the original author's effort to highlight an interesting feature of deaf communication but finds some claims questionable. These include the lack of research on AS, failure to include AS in the Dictionary of New Zealand Sign Language, and imposition…
Descriptors: Deafness, Elementary Secondary Education, Finger Spelling, Foreign Countries
Peer reviewedJohnson, Jeanne M.; Rash, Shannon J. – American Annals of the Deaf, 1990
This article presents initial guidelines for combining current conventions for analyzing sign language and spoken language, to represent signs accompanied by speech. Rules are outlined for transcribing utterance groupings in terms of their context, inflection, sign gloss, spoken component, and phonetic transcription. (JDD)
Descriptors: Hearing Impairments, Language Patterns, Phonetic Transcription, Sign Language
Jones, Christopher F. G. – Programmed Learning and Educational Technology, 1986
The fundamental link between language and action is the rationale behind the design of four interactive video programs intended to teach deaf children verb tenses, literacy, and reading comprehension, and to teach hearing parents of deaf children to use British Sign Language. The four interactive video programs are described. (MBR)
Descriptors: Children, Courseware, Deafness, Dictionaries
Peer reviewedSingleton, Jenny L.; Supalla, Samuel; Litchfield, Sharon; Schley, Sara – Topics in Language Disorders, 1998
Critically examines the traditional notion of American Sign Language/English bilingualism. This model is contrasted with the "ASL/English as a spoken language" bilingual model in which the modality constraints facing the deaf child are presented as the fundamental issue for ASL/English bilingualism. Empirical and applied research supporting the…
Descriptors: American Sign Language, Bilingual Education, Deafness, English (Second Language)
