Academic Reading Performance of Deaf Learners and their Parents’ Sign Language Skills: A Multiple Case Study
Keywords:
Dolch Sight Word Assessment for DHH Learners, Early Intervention, DHH, Parental ASL SkillsAbstract
The study delved into investigating the profound impact of parental sign language proficiency on the academic reading capabilities of deaf learners. This study aimed to unravel whether parental sign language skills influence the academic reading ability of second-grade students at Toro School for the Deaf during the academic year 2023-2024. Focusing on five pairs of parents and their second-grade children, the study relied on self-reported data regarding the participants' perceived sign language skills across various domains, along with the Dolch Sight Word Assessment, a long-standing tool in educational assessment dating back to the 1940s. Employing descriptive statistics and Spearman rank correlation analysis, the study scrutinized the relationships between the said variables. The findings revealed no significant correlation between parents' overall ASL skills as well as parents' ASL proficiency on the Dolch Assessment and their children's reading performance. Despite its strengths and limitations as a multiple-case study, this research endeavors to contribute valuable insights to the field of DHH education. It is hoped that the outcomes of this study will inform and guide practices aimed at supporting the academic development of DHH learners.
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