Am Ann Deaf. 2021;166(4):573-578. doi: 10.1353/aad.2021.0043.
To promote dialogue among literacy researchers from East and West along the "'Silk Road' to literacy" for Chinese d/Deaf and hard of hearing (d/Dhh) students (Andrews et al., 2021), this epilogue to an American Annals of the Deaf special issue on language development and literacy learning of d/Dhh students in Chinese communities poses questions and provides reflections from the perspective of the Chinese Deaf lens on the ideas in the six articles that make up the special issue. This perspective reframes literacy instruction toward an asset-based model that emphasizes visual sensory strengths, sign-to-print mapping strategies, and Deaf cultural capital. This special issue includes a tribute (Q. Wang et al., 2021) to the authors' late colleague Dr. Ye (Angel) Wang, who encouraged collaborative work with deaf and hearing literacy researchers employing different paradigms of literacy instruction.
为了促进中西方识字研究人员沿着“丝绸之路”进行对话，为中国聋人和重听学生（Andrews 等人，2021 年）提供支持，本编后记是美国《聋人研究年刊》关于中国社区聋人和重听学生语言发展和读写学习的特刊的一部分，它从中国聋人视角提出了一些问题并进行了反思，对构成特刊的六篇文章中的观点进行了思考。这一视角将读写教学重新构建为一种基于资产的模式，强调视觉感官优势、手语到书面语的映射策略和聋人文化资本。本特刊还向作者已故的同事王晔（Angel）博士致敬（Q. Wang 等人，2021 年），他鼓励聋人和听力读写研究人员采用不同的读写教学范式进行合作。
