McQuarrie Lynn, Parrila Rauno
Am Ann Deaf. 2014 Fall;159(4):372-84. doi: 10.1353/aad.2014.0034.
Cumulating evidence suggests that the establishment of high-quality phonological representations is the cognitive precursor that facilitates the acquisition of language (spoken, signed, and written). The authors present two studies that contrast the nature of bilingual profoundly deaf children's phonological representations derived from a spoken language and from a signed language using the framework of "functional equivalence" as outlined in McQuarrie and Parilla (2009). The authors argue further that a signed-language phonological system is suited in establishing the "functional" representational base that will support reading acquisition for bilingual deaf learners. They highlight rapidly developing empirical research on dual-language interactions between signed language and written language is highlighted, and discuss the need to take such data into account in any discussion of fundamental skills necessary to support reading achievement in bilingual profoundly deaf learners.
越来越多的证据表明，高质量语音表征的建立是促进语言（口语、手语和书面语）习得的认知前提。作者呈现了两项研究，这两项研究使用麦克夸里和帕里拉（2009年）概述的“功能等效性”框架，对比了双语重度失聪儿童源自口语和手语的语音表征的性质。作者进一步认为，手语语音系统适合建立“功能性”表征基础，该基础将支持双语失聪学习者的阅读习得。他们强调了关于手语和书面语之间双语互动的快速发展的实证研究，并讨论了在任何关于支持双语重度失聪学习者阅读成就所需基本技能的讨论中考虑此类数据的必要性。
