University of Connecticut, Storrs, United States.
Georgia State University, Atlanta, United States.
J Deaf Stud Deaf Educ. 2024 Sep 20;29(4):467-484. doi: 10.1093/jdsade/enae023.
Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners.
许多聋教育研究中的文献综述或其他类型的综述（例如，荟萃分析、范围综述）主要或仅关注仅在美国背景或英语背景下进行的研究。然而，在非英语国家、非美国的环境中进行的研究可能更有可能是多语言的，对于我们理解使用多种语言的聋学生如何发展读写能力具有重要价值。本综述的目的是探讨在英语、葡萄牙语或西班牙语出版的、在英语国家以外的聋学习者的读写发展方面的文献。我们确定了 13 篇英语文章、9 篇葡萄牙语文章和 0 篇西班牙语文章符合纳入标准。从这些文章中，我们深入了解了阅读过程，包括阅读的子技能教学、写作教学、早期读写经验以及手语和读写能力之间的潜在关系。我们还注意到需要多种、相互汇聚的证据来源，以及采用资产驱动方法来理解聋学生的价值。
