Lange Cheryl M, Lane-Outlaw Susan, Lange William E, Sherwood Dyan L
Lange Research and Evaluation, Inc., 8400 Normandale Lake Boulevard, Suite 920, Bloomington, MN 55437.
J Deaf Stud Deaf Educ. 2013 Oct;18(4):532-44. doi: 10.1093/deafed/ent027. Epub 2013 Jun 5.
This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.
本研究考察了通过美国手语（ASL）/英语双语模式接受教育的聋人和重听学生在阅读和数学方面的学业成长情况。研究参与者接触该模式至少4年。使用西北评估协会的学业进展评估来衡量研究参与者的学业增长率，并与主要由听力正常的学生组成的全国常模同龄人组进行比较。该研究还按性别、父母听力状况和继发性残疾状况等各种特征比较了参与者的学业成长情况，并考察了学生在ASL/英语双语模式下接受至少4年教育后的学业成果。研究结果支持了ASL/英语双语模式的有效性。
