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.

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