Date of Award
2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Psychology
Department
Psychology
First Advisor
W. Grant Willis
Abstract
This study addressed the use of ASL-gloss as a potential method for improving reading ability and comprehension for those with profound deafness through the use of the Gray Silent Reading Test (GRST). ASL-gloss can be described as a written form of American Sign Language. Research suggests that on average, individuals who are deaf are reading at about a third- to fifth-grade level. Presently, there is limited research on the effects of using ASL-gloss with students who are deaf. Participants (n = 31) self-reported as having a profound hearing loss, used ASL as their primary or preferred language, and were over the age of 18. They received the GSRT in English, ASL-gloss, or ASL. Mean differences were analyzed to determine if glossing might produce higher comprehension scores and support the use of an ASL-glossing system as an instructional method in early education. Results did not suggest higher comprehension scores for ASL-gloss or ASL. Results did not support ASL-gloss as an effective method for increased level of comprehension in adults affiliated with Gallaudet University.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Rathkey, Emma S., "CAN ASL-GLOSS BE USED AS AN INSTRUCTIONAL TOOL TO TEACH WRITTEN ENGLISH TO THE DEAF?" (2019). Open Access Dissertations. Paper 835.
https://digitalcommons.uri.edu/oa_diss/835