Am Ann Deaf. 2020;164(5):560-576. doi: 10.1353/aad.2020.0003.
The authors (a) examine the available peer-reviewed research documenting the literacy achievement of deaf children educated in sign bilingual programs, (b) identify gaps in the empirical literature, and (c) propose directions for future research. This review was limited to studies that reported reading and writing outcomes. On this basis, only 3 studies were identified, representing those published over a period of approximately 20 years (1997-2017) and collectively reporting literacy outcomes for 127 deaf students. Overall, the studies indicate that the majority of participants were not achieving reading comprehension scores in the average range; further, a wide range of variability in achievement was reported across the 3 studies. Factors potentially affecting achievement, such as the presence of additional disabilities, level of American Sign Language proficiency, use of hearing technologies, and parental hearing status, are also discussed.
(a) 研究了可用的同行评议研究文献，这些文献记录了在双语手语教育项目中接受教育的聋童的读写成就；(b) 发现了实证文献中的空白；(c) 并为未来的研究提出了方向。本综述仅限于报告阅读和写作结果的研究。在此基础上，只确定了 3 项研究，这些研究代表了大约 20 年来（1997-2017 年）发表的研究，并共同报告了 127 名聋生的读写结果。总体而言，这些研究表明，大多数参与者的阅读理解成绩未达到平均水平；此外，在这 3 项研究中，成就的差异很大。还讨论了可能影响成就的因素，例如是否存在其他残疾、美国手语熟练程度、使用听力技术和父母听力状况等。
