Design features of American Sign Language (ASL)-English bilingual storybook apps on the tablet computers, based on learning research, are intended to facilitate independent and interactive learning of English print literacy and of ASL skill among young learners. In 2013, the Science of Learning Center on Visual Language and Visual Learning introduced the first in a series of storybook apps for the iPad based on literacy and reading research. The current study, employing a sample of signing deaf children examined children’s self-motivated engagement with the various design features presented in the earliest of the apps, The Baobab, and analyzed the relationships of engagement with ASL skill and age of first exposure to ASL, ASL narrative ability, and grade-appropriate English reading ability. Results indicated a robust level of engagement with the app, and a relationship between app pages specifically targeting reading and early exposure and skill levels in ASL. No evidence of relationships between narrative and vocabulary skills and app reading engagement was found. Topics for future research, and strategies for app improvement are discussed.
ASL Developmental Trends Among Deaf Children, Ages Birth to Five
Language development is an important facet of early life. Deaf children may have exposure to various languages and communication modalities, including spoken and visual. Previous research has documented the rate of growth of English skills among young deaf children, but no studies have investigated the rate of ASL acquisition. The current paper examines young deaf children’s acquisition of ASL skills, the rate of growth over time, and factors impacting levels and growth rates. Seventy-three children ages birth to 5 were rated three times using the Visual Communication and Sign Language Checklist and given a scaled score at each rating. An average monthly gain score was calculated for each participant. The presence of a deaf parent, use of ASL at home, use of cochlear implant(s), whether the child was born deaf, and age of initial diagnosis were analyzed for their impact on the level of ASL skill and rate of growth. Results indicated that the use of ASL in the home has a significant positive effect on deaf children’s ASL skill level. Additionally, children with lower initial ratings showed higher rates of growth than those with higher initial ratings, especially among school-aged children. The paper discusses implications and directions for future studies.
more » « less- NSF-PAR ID:
- 10373745
- Publisher / Repository:
- Oxford University Press
- Date Published:
- Journal Name:
- Journal of Deaf Studies and Deaf Education
- Volume:
- 28
- Issue:
- 1
- ISSN:
- 1081-4159
- Format(s):
- Medium: X Size: p. 7-20
- Size(s):
- ["p. 7-20"]
- Sponsoring Org:
- National Science Foundation
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Abstract Since its publication in 2013, the Visual Communication and Sign Language (VCSL) Checklist has been widely utilized to assess the development of early American Sign Language skills of deaf children from birth to age 5. However, little research has been published using the results of VCSL assessments. Notably, no psychometric analyses have been conducted to verify the validity of the VCSL in a population whose characteristics are different from those of the small sample of native signing children from whom the published norms were created. The current paper, using data from the online version of the VCSL (VCSL:O), addresses this shortcoming. Ratings of the 114 VCSL items from 562 evaluations were analyzed using a partial-credit Rasch model. Results indicate that the underlying skill across the age range comprises an adequate single dimension. Within the items’ age groupings, however, the dimensionality is not so clear. Item ordering, as well as item fit, is explored in detail. In addition, the paper reports the benefits of using the resulting Rasch scale scores, which, unlike the published scoring strategy that focuses on basal and ceiling performance, makes use of the ratings of partial credit, or emerging, skills. Strategies for revising the VCSL are recommended.
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Organization of the Dataset: The dataset is organized into sub-folders, with codenames such as "P01" or "P16" etc. These codenames refer to specific human signers who were recorded in this dataset. Please note that there was no participant P11 nor P14; those numbers were accidentally skipped during the process of making appointments to collect video stimuli. Task: During the recording session, the participant was met by a member of our research team who was a native ASL signer. No other individuals were present during the data collection session. After signing the informed consent and video release document, participants responded to a demographic questionnaire. Next, the data-collection session consisted of English word stimuli and cartoon videos. The recording session began with showing participants stimuli consisting of slides that displayed English word and photos of items, and participants were asked to produce the sign for each (PDF included in materials subfolder). Next, participants viewed three videos of short animated cartoons, which they were asked to recount in ASL: - Canary Row, Warner Brothers Merrie Melodies 1950 (the 7-minute video divided into seven parts) - Mr. Koumal Flies Like a Bird, Studio Animovaneho Filmu 1969 - Mr. Koumal Battles his Conscience, Studio Animovaneho Filmu 1971 The word list and cartoons were selected as they are identical to the stimuli used in the collection of the Nicaraguan Sign Language video corpora - see: Senghas, A. (1995). Children’s Contribution to the Birth of Nicaraguan Sign Language. Doctoral dissertation, Department of Brain and Cognitive Sciences, MIT. Demographics: All 14 of our participants were fluent ASL signers. As screening, we asked our participants: Did you use ASL at home growing up, or did you attend a school as a very young child where you used ASL? All the participants responded affirmatively to this question. 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