Honors Projects

Abstract

Children who are deaf or hard of hearing (DHH) in America may learn American Sign Language (ASL) or English as their first language and may early-on or eventually be bilingual in ASL and English. In school, however, they will need to learn how to read English since ASL does not have a written system. An aspect of reading that can be particularly difficult for children who are DHH is phonological awareness (PA). Something that seems to be missing from the literature is looking at the relation between sign PA, spoken PA, and reading literacy in ASL and English. This will be a study of the association between these three aspects in children who are deaf or hard of hearing. The following research questions were addressed: What is the association between English PA and ASL PA in bilingual DHH children? What is the association between English PA and reading literacy in bilingual DHH children? What is the association between ASL PA and reading literacy in bilingual DHH children? Due to complications throughout the research process, the research includes information from the introduction through the methods as well as a reflection on what has been learned from this project.

Department

Communication Sciences and Disorders

Major

Communication Sciences and Disorders

First Advisor

Tim Brackenbury

First Advisor Department

Communication Sciences and Disorders

Second Advisor

Lisa Handyside

Second Advisor Department

School of Intervention Services

Publication Date

Spring 2020

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