A study involving 18 children (ages 4-11) at a residential school for students with deafness found that children who participated in group storybook reading twice each week for 5 months performed more independently on an emergent reading task and were more interested in books than children in the control group. (Author/CR)

Describes a residential school classroom for deaf third graders. A critical school skill, the ability to engage in literacy activities, grows from the ability to exploit American Sign Language-based (ASL) literacy practices, which are indigenous to the culture of signing deaf people and critical for literacy learning when ASL is the medium of…

This paper describes the first three stages of a 4-year study whose purpose is to examine the relationship between American Sign Language (ASL) and English literacy among 160 residential school children (ages 8-15) who are deaf. In the first stage, test instruments were developed, data collection procedures refined, sampling procedures planned,…