Supalla Samuel J, Cripps Jody H, Byrne Andrew P
Am Ann Deaf. 2017;161(5):540-551. doi: 10.1353/aad.2017.0004.
Responding to an article by Grushkin on how deaf children best learn to read, published, along with the present article, in an American Annals of the Deaf special issue, the authors review American Sign Language gloss. Topics include how ASL gloss enables deaf children to learn to read in their own language and simultaneously experience a transition to written English, and what gloss looks like and how it underlines deaf children's learning and mastery of English literacy through ASL. Rebuttal of Grushkin's argument includes data describing a deaf child's engagement in reading aloud (entirely in ASL) with a gloss text, which occurred without the breakdown implied by Grushkin. The authors characterize Grushkin's argument that deaf children need to learn to read through a conventional ASL writing system as limiting, asserting that ASL gloss contributes more by providing a path for learning and mastering English literacy.
针对格鲁什金发表在《美国聋人年鉴》特刊上的一篇关于聋儿如何最好地学习阅读的文章（与本文同时发表），作者们回顾了美国手语注释。主题包括美国手语注释如何使聋儿用自己的语言学习阅读，并同时体验向书面英语的过渡，以及注释是什么样的，它如何通过美国手语强调聋儿对英语读写能力的学习和掌握。对格鲁什金观点的反驳包括描述一名聋儿与带注释文本一起大声朗读（完全用美国手语）的数据，这种朗读并未出现格鲁什金所暗示的障碍。作者们将格鲁什金关于聋儿需要通过传统美国手语书写系统学习阅读的观点描述为具有局限性，坚称美国手语注释通过提供一条学习和掌握英语读写能力的途径做出了更大贡献。
