Beal-Alvarez Jennifer S
Valdosta State University
J Deaf Stud Deaf Educ. 2016 Apr;21(2):200-12. doi: 10.1093/deafed/enw002. Epub 2016 Feb 10.
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., deaf with a disability). Years 1 through 4 included the ASL Receptive Skills Test (ASL-RST); Years 2 through 4 also included the Receptive Test of ASL (RT-ASL). Student performance for both measures positively correlated with age; deaf students with deaf parents scored higher than their same-age peers with hearing parents in some instances but not others; and those with a documented disability tended to score lower than their peers without disabilities. These results provide longitudinal findings across a diverse segment of the deaf/hard of hearing residential school population.
本文呈现了一项针对一所聋人寄宿学校大部分学生群体连续四年的美国手语（ASL）接受技能纵向研究的结果。分数按年龄、性别、父母听力状况、在寄宿学校就读的年限以及是否存在残疾（即失聪且伴有残疾）进行分析。第1年至第4年包含美国手语接受技能测试（ASL-RST）；第2年至第4年还包含美国手语接受性测试（RT-ASL）。两种测试的学生成绩均与年龄呈正相关；在某些情况下，父母为聋人的聋生得分高于同龄的父母有听力的同龄人，但在其他情况下并非如此；且有记录在案残疾的学生得分往往低于无残疾的同龄人。这些结果提供了聋人/听力障碍寄宿学校多样化群体的纵向研究结果。
