Exploring the use of dynamic language assessment with deaf children, who use American Sign Language: Two case studies

Article English OPEN
Mann, W. ; Peña, E. D. ; Morgan, G. (2014)

We describe a model for assessment of lexical-semantic organization skills in American Sign Language (ASL) within the framework of dynamic vocabulary assessment and discuss the applicability and validity of the use of mediated learning experiences (MLE) with deaf signing children. Two elementary students (ages 7;6 and 8;4) completed a set of four vocabulary tasks and received two 30-minute mediations in ASL. Each session consisted of several scripted activities focusing on the use of categorization. Both had experienced difficulties in providing categorically related responses in one of the vocabulary tasks used previously. Results showed that the two students exhibited notable differences with regards to their learning pace, information uptake, and effort required by the mediator. Furthermore, we observed signs of a shift in strategic behavior by the lower performing student during the second mediation. Results suggest that the use of dynamic assessment procedures in a vocabulary context was helpful in understanding children's strategies as related to learning potential. These results are discussed in terms of deaf children's cognitive modifiability with implications for planning instruction and how MLE can be used with a population that uses ASL.
  • References (42)
    42 references, page 1 of 5

    Asad, A., Hand, L., Fairgray, L., & Purdy, S. (2013). The use of dynamic assessment to evaluate narrative language learning in children with hearing loss: Three case studies. Child Language Teaching and Therapy. http://dx.doi.org/10.1177/0265659012467994

    Bracken, B., & McCallum, R. (1998). Universal Nonverbal Intelligence Test. Itasca, IL: Riverside Publishing.

    Chamberlain, C., Morford, J., & Mayberry, R. (Eds.). (2000). Language acquisition by eye. Mahwah, NJ: Lawrence Erlbaum Associates.

    Cawthon, S., Winton, S., Garberoglio, C., & Gobble, M. (2011). The effects of ASL as an accommodation for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 16(2), 198-211 http://dx.doi.org/10.1093/deafed/enq053

    Elliott, J. (2003). Dynamic assessment in educational settings: Realising potential. Educational Review, 55(1), 15-30.

    Enns, C., & Herman, R. (2011). Adapting the Assessing British Sign Language Development: Receptive Skills Test into American Sign Language. Journal of Deaf Studies and Deaf Education, 16(3), 362-374.

    Feuerstein, R., Rand, Y., & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore: University Park Press.

    Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental enrichment. Baltimore: University Park Press.

    Haug, T. (2011). Adaptation and evaluation of a German Sign Language Test - A computer-based receptive skills test for deaf children ages 4-8 years old. Hamburg, Germany: Hamburg University Press.

    Haywood, H. C., Brooks, P., & Burns, S. (1992). Bright Start: Cognitive curriculum for young children. Watertown, MA: Charlesbridge Publishing.

  • Metrics
    0
    views in OpenAIRE
    0
    views in local repository
    6
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    City Research Online - IRUS-UK 0 6
Share - Bookmark