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A rapid review of anti-racism strategies and tools to inform the establishment of an anti-racism strategy across South Australian Government agencies Protocol ...
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| 42 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 44 |
К ВОПРОСУ О ЛИНГВИСТИЧЕСКОМ НЕРАВЕНСТВЕ В ПОЛИЛИНГВАЛЬНОМ ОБРАЗОВАТЕЛЬНОМ ПРОСТРАНСТВЕ ... : ON THE ISSUE OF LINGUISTIC INEQUALITY IN A MULTILINGUAL EDUCATIONAL ENVIRONMENT ...
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| 45 |
Building MultiStories: A Framework to Diversify the Curriculum in Higher Education
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In: Other (2022)
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| 46 |
How Many Palabras? Codeswitching and Lexical Diversity in Spanish-English Picture Books
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In: Languages; Volume 7; Issue 1; Pages: 69 (2022)
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| 47 |
Chinese-Uyghur Bilingual Lexicon Extraction Based on Weak Supervision
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In: Information; Volume 13; Issue 4; Pages: 175 (2022)
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| 48 |
Why Is Inflectional Morphology Difficult to Borrow?—Distributing and Lexicalizing Plural Allomorphy in Pennsylvania Dutch
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In: Languages; Volume 7; Issue 2; Pages: 86 (2022)
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| 49 |
Literacy Acquisition Trajectories in Bilingual Language Minority Children and Monolingual Peers with Similar or Different SES: A Three-Year Longitudinal Study
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In: Brain Sciences; Volume 12; Issue 5; Pages: 563 (2022)
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| 50 |
Bilingual, Intergenerational Worship and Ministry for Unity
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In: Religions; Volume 13; Issue 4; Pages: 287 (2022)
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| 51 |
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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Abstract:
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. We found that (1) speech-based vocabulary strongly predicted word and text reading at T2 and T3, (2) fingerspelling ability was a strong predictor of word and text reading fluency at T2 and T3, (3) speech-based phonological awareness predicted word reading accuracy at T2 and T3 but did not predict text reading fluency, and (4) fingerspelling and STM predicted word reading latency at T2 while sign-based phonological awareness predicted this outcome measure at T3. These results suggest that fingerspelling may have an important function in facilitating the construction of orthographical/phonological representations of printed words for deaf children and strengthening word decoding and recognition abilities.
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Keyword:
bimodal bilingual education; deafness; fingerspelling; phonological awareness; reading development; sign language; text reading; vocabulary; word reading
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URL: https://doi.org/10.3390/languages7010051
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| 52 |
The Writing Process of Bilingual Students with Focus on Revisions and Spelling Errors in Their Final Texts
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In: Languages; Volume 7; Issue 1; Pages: 61 (2022)
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| 53 |
An Improved Method for Online Teacher Training Courses for Bilingual Education Based on Cyber-Physical Systems
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In: Applied Sciences; Volume 12; Issue 5; Pages: 2346 (2022)
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| 54 |
Is Early Bilingual Experience Associated with Greater Fluid Intelligence in Adults?
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In: Languages; Volume 7; Issue 2; Pages: 100 (2022)
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| 55 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 56 |
The Effects of Charter Schools on Early Foreign Language Education in Public Schools
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In: Senior Honors Theses (2022)
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| 57 |
Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll
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In: Education and Policy Briefs (2022)
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| 58 |
Lexicographie bilingue ... : Est-ce que la présence de l’exemple est toujours légitime ? ...
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| 59 |
Linguistically and Culturally Responsive Teaching for LL in the Mainstream Classroom: Planning Tools and Other Classroom Resources
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In: Culminating Experience Projects (2022)
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| 60 |
Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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