College of Education and Human Services, Valdosta State University.
Masters of Science in Secondary Education (MSSE), National Technical Institute for the Deaf @ RIT.
J Deaf Stud Deaf Educ. 2022 Aug 6;27(3):283-296. doi: 10.1093/deafed/enac004.
We investigated the receptive American Sign Language (ASL) skills of four separate groups using the 42-item ASL-Receptive Skills Test: Deaf high school-aged students who attended a residential school; deaf incoming college students who preferred signed language; deaf incoming college students who preferred spoken language; and typically hearing college-aged second language-second modality learners (M2L2) of ASL. Many deaf students learn ASL as a delayed first language due to a lack of sign language models within their home environments. In contrast, M2L2 students likely engage in some transfer between their first (spoken) and second (signed) language when learning ASL. All four groups scored similarly overall on the ASL-RST (~77% correct), and all four groups scored the lowest for number-distribution, spatial verbs location, size-and-shape-specifiers, and role shift. We present instructional implications that include incorporation of ASL standards and evidence-based instructional strategies for all four groups.
我们使用 42 项美国手语（ASL）接受技能测试调查了四个不同群体的接受美国手语（ASL）的能力：就读于寄宿学校的聋高中年龄段学生；喜欢手语的即将上大学的聋生；喜欢口语的即将上大学的聋生；以及通常具有听力的、作为第二语言-第二模态的 ASL 学习者（M2L2）。由于家庭环境中缺乏手语模型，许多聋生学习 ASL 作为延迟的第一语言。相比之下，M2L2 学生在学习 ASL 时可能会在他们的第一语言（口语）和第二语言（手语）之间进行一些迁移。四个群体在 ASL-RST 上的总体得分相似（约 77%正确），并且四个群体在数字分布、空间动词位置、大小和形状指定词以及角色转换方面的得分最低。我们提出了教学方面的建议，包括为所有四个群体纳入 ASL 标准和基于证据的教学策略。
