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    Researchexpo Kgarrido-Nag 2016 Final

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    This document discusses literacy development for bilingual-bimodal children who use a signed language like ASL and a spoken language like English. It makes three key points: 1) Bilingual-bimodal children draw on both visual and auditory pathways for literacy, which can influence components like vocabulary, comprehension skills, and phonological awareness differently than monolingual children. 2) Bilingualism is associated with cognitive advantages like stronger executive function skills, and developing a child's first language does not hinder but rather accelerates their second language literacy skills. 3) Longitudinal research is needed to understand predictors of literacy outcomes for deaf children and the relationship between brain activity and literacy pedagogical processes

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    Researchexpo Kgarrido-Nag 2016 Final

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    This document discusses literacy development for bilingual-bimodal children who use a signed language like ASL and a spoken language like English. It makes three key points: 1) Bilingual-bimodal children draw on both visual and auditory pathways for literacy, which can influence components like vocabulary, comprehension skills, and phonological awareness differently than monolingual children. 2) Bilingualism is associated with cognitive advantages like stronger executive function skills, and developing a child's first language does not hinder but rather accelerates their second language literacy skills. 3) Longitudinal research is needed to understand predictors of literacy outcomes for deaf children and the relationship between brain activity and literacy pedagogical processes

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    This document discusses literacy development for bilingual-bimodal children who use a signed language like ASL and a spoken language like English. It makes three key points: 1) Bilingual-bimodal children draw on both visual and auditory pathways for literacy, which can influence components like vocabulary, comprehension skills, and phonological awareness differently than monolingual children. 2) Bilingualism is associated with cognitive advantages like stronger executive function skills, and developing a child's first language does not hinder but rather accelerates their second language literacy skills. 3) Longitudinal research is needed to understand predictors of literacy outcomes for deaf children and the relationship between brain activity and literacy pedagogical processes

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    © All Rights Reserved
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    49 views6 pages

    Researchexpo Kgarrido-Nag 2016 Final

    Uploaded by

    api-337162869
    This document discusses literacy development for bilingual-bimodal children who use a signed language like ASL and a spoken language like English. It makes three key points: 1) Bilingual-bimodal children draw on both visual and auditory pathways for literacy, which can influence components like vocabulary, comprehension skills, and phonological awareness differently than monolingual children. 2) Bilingualism is associated with cognitive advantages like stronger executive function skills, and developing a child's first language does not hinder but rather accelerates their second language literacy skills. 3) Longitudinal research is needed to understand predictors of literacy outcomes for deaf children and the relationship between brain activity and literacy pedagogical processes

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    Bimodal-Bilingual Context

    and Literacy
    Karen Garrido-Nag, PhD CCC-SLP
    Developmental Neurolinguis<cs and Cogni<on Lab
    Hearing, Speech, and Language Sciences
    Gallaudet University
    omponents to reading and wri9ng for Spoken
    anguages (Literacy)
    inguis'c Cogni've
    Vocabulary skills Execu<ve Func<ons
    Morphology, syntax, pragma<cs AJen<on
    Comprehension skills Working Memory
    Organiza<on
    Phonology
    Phonemic Awareness Social-emo<onal Development
    Phonics World knowledge

    Spoken Language: English

    Na<onal Reading Panel, 1998)


    Literacy for Deaf Children? Dierence
    Auditory Visual
    Technology/Amplica<on/Residual Signed Languages (ASL, Signed Eng
    Hearing Signed Spanish): develop earlier an
    varying degree of access
    more eciently
    may not be adequate
    Building block
    ASL is not a hindrance
    Spoken Language prociency
    Bimodal-bilingual vs. Bilingual:
    varying degree
    ASL English vs. spoken English-spok
    dependent on your environment
    Spanish
    Access: visual representa<on of spo
    language (Cued speech, visual phon
    Access

    Mayer (2007); Bialystok (2009); Mayer and Wells (1996); Trezek and Wang (2006; LaSasso, Crain, & Leybaert,
    003) ; Foorman, Goldenberg, Carlson, Saunders, & Pollard-Durodola, 2004
    Bilingual Advantage
    lingualism is one of the experiences capable of inuencing cogni<ve
    nc<on
    Ecient use of execu<ve func<on skills
    eveloping the child's primary language skills does not delay, but rather
    celerate the development of English literacy skills
    hat maJers in early literacy development is that children have near to
    e-appropriate spoken and/or signed language uency in place
    he social-emo<onal competence of bilingual children in preschool and
    ementary sehngs (frustra<on tolerance, task orienta<on, and self-con
    ay be higher than that of their monolingual peers

    kkkCraik and Bialystok (2006); Bialystok (2009); Ramirez (2000); Mayer (2007); CECER-DLL, 2011

    Bilingual-Bimodal Children
    inguis'c Cogni've
    Vocabulary skills Execu<ve Func<ons
    Language comprehension skills AJen<on
    Language skills: morphology, Working Memory
    syntax, pragma<cs Organiza<on
    Phonology (English) Social-emo<onal Development
    Phonemic Awareness
    Phonics

    Based on Spoken and Signed Languages

    Na<onal Reading Panel, 1998)



    esearch Direc9on
    ontribu<ons of bilingualism AND bilingual-bimodal to literacy
    evelopment
    Visual access to components of literacy
    Varia<on in Auditory Access
    Prociency in L1 and L2

    ongitudinal: engage in studies that hold researchers accountable


    or repor<ng whether deaf children ul<mately learn to read and
    write at an age- appropriate level.
    Predictors vs outcome
    Systema<c

    rain Behavior Rela<onship:


    Online (real-<me) processing: ERP, fMRI, MEG
    Inuence on brain structure and func<on
    Modica<on of current pedagogical processes

    ollabora<on

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