Language First Learning Library

Course Description: Reading skills are cultivated through instruction but seldom are signed language users taught to build on their strengths and exploit their metalinguistic insights of signed language. In this presentation, we will review the growing empirical evidence for signed language phonological awareness (PA) instruction in sign vocabulary learning and outline how the development of a “sign-symbol” aptitude (analogous to a sound-symbol aptitude) may aid in orthographic mapping in word reading acquisition. Assessment of signed language PA will be discussed, followed by a demonstration of innovative learning technologies (e.g., dual language (ASL-English) skill builder apps developed with deaf children) which have the potential to benefit deaf children’s language and literacy outcomes.

Agenda:

10 minutes: Introduction

20 minutes: ASL phonological awareness (PA) 

30 minutes: Its role in early language and literacy instruction for dual language learners

Learner Outcomes:

Participants will be able to:

1. Demonstrate understanding of the evidence that (a) signed language phonological awareness instruction benefits learners, (b) it enhances sign vocabulary learning and (c) it brings particulate benefits in the formation of sight word representations (orthographic mapping) in early reading development
2. Demonstrate understanding of how assessment of signed language phonological awareness, instructional resources, and technology products have the potential to benefit deaf children’s language and literacy outcomes
3. Recognize that variability and diversity in children’s language repertoires may result in qualitative differences in the way that some DHH children learn to read.
4. Explore and reflect on personal beliefs and understandings of reading acquisition and development in diverse learners