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Four American Sign Language Learner Groups: Are They Really Different?
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Beal, Jennifer S.; Trussell, Jessica Williams; Walton, Dawn – Journal of Deaf Studies and Deaf Education, 2022
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…
Descriptors: American Sign Language, Receptive Language, Deafness, High School Students
Longitudinal Receptive American Sign Language Skills across a Diverse Deaf Student Body
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Beal-Alvarez, Jennifer S. – Journal of Deaf Studies and Deaf Education, 2016
This article presents results of a longitudinal study of receptive American Sign Language (ASL) skills for a large portion of the student body at a residential school for the deaf across four consecutive years. Scores were analyzed by age, gender, parental hearing status, years attending the residential school, and presence of a disability (i.e.,…
Descriptors: American Sign Language, Deafness, Special Schools, Residential Schools
Deaf Students' Receptive and Expressive American Sign Language Skills: Comparisons and Relations
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Beal-Alvarez, Jennifer S. – Journal of Deaf Studies and Deaf Education, 2014
This article presents receptive and expressive American Sign Language skills of 85 students, 6 through 22 years of age at a residential school for the deaf using the American Sign Language Receptive Skills Test and the Ozcaliskan Motion Stimuli. Results are presented by ages and indicate that students' receptive skills increased with age and…
Descriptors: Deafness, American Sign Language, Expressive Language, Receptive Language
Using Verbal Protocols To Identify the Reading Strategies of Students Who Are Deaf.
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Schirmer, Barbara R. – Journal of Deaf Studies and Deaf Education, 2003
After each page of reading a short story, 10 elementary students attending a residential school for the deaf were asked to think aloud (or think visibly). Participants constructed meaning, monitored comprehension, and activated strategies to improve comprehension, and evaluated, but did not demonstrate, each reading strategy within these…
Descriptors: Elementary Education, Hearing Impairments, Metacognition, Reading Comprehension
Attachment Representations of Deaf Adults
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McKinnon, Cathy Chovaz; Moran, Greg; Pederson, David – Journal of Deaf Studies and Deaf Education, 2004
The primary goal of this study was to examine the feasibility of using the Adult Attachment Interview (AAI) with 50 culturally deaf adults. Modifications to the standard protocol included using a visual-spatial language (American Sign Language) rather than a spoken language (English), as well as coding and procedural variations from the…
Descriptors: Deafness, Adults, Attachment Behavior, Interviews
Survey of Residential and Day Schools for Deaf Students in the United States that Identify Themselves as Bilingual-Bicultural Programs.
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LaSasso, Carol; Lollis, Jana – Journal of Deaf Studies and Deaf Education, 2003
A survey of 71 day and residential schools found 19 identified themselves as bilingual-bicultural (BiBi) programs. Of the 19 programs, 37% reported use of manually coded English. Fluency in American Sign Language of instructional and support staff varied, with 47% reporting no more than half of instructional staff were fluent. (Contains…
Descriptors: American Sign Language, Bilingual Education Programs, Cultural Awareness, Curriculum Design