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The development and evaluation of a new ASL text comprehension task
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Abstract:
Being able to comprehend a language entails not only mastery of its syntax, lexicon, or phonology, but also the ability to use language to construct meaning, draw inferences, and make connections to world knowledge. However, most available assessments of American Sign Language (ASL) focus on mastery of lower level skills, and as a result little is known about development of higher-order ASL comprehension skills. In this paper, we introduce the American Sign Language Text Comprehension Task (ASL-CMP), a new assessment tool to measure ASL text comprehension ability in deaf children. We first administered the task to a group of deaf children with deaf parents (n = 105, ages 8–18 years) in order to evaluate the reliability and validity of the task, and to develop norms. We found that the ASL-CMP has acceptable levels of internal consistency, difficulty, and discriminability. Next, we administered the task to an additional group of deaf children with hearing parents (n = 251, ages 8–18 years), and found that the ASL-CMP is sensitive to expected patterns: older children have better ASL text comprehension skills, literal questions are generally easier to answer than inferential questions, and children with early exposure to ASL generally outperform those with delayed exposure. We conclude that the ASL-CMP task is reliable and valid and can be used to characterize ASL text comprehension skills in deaf children. ; https://doi.org/10.3389/fcomm.2020.00025 ; Published version
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Keyword:
ASL; Assessment; Comprehension; Deaf; Sign language
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URL: https://hdl.handle.net/2144/42368 https://doi.org/10.3389/fcomm.2020.00025
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Toddlers' word learning through overhearing: others' attention matters.
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The ASL-CDI 2.0: an updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language
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The sign superiority effect: Lexical status facilitates peripheral handshape identification for deaf signers
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In: J Exp Psychol Hum Percept Perform (2020)
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Lexical Recognition in Deaf Children Learning American Sign Language: Activation of Semantic and Phonological Features of Signs
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In: Lang Learn (2020)
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Nouns and verbs in parent input in American Sign Language during interaction among deaf dyads
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In: Lang Learn Dev (2020)
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The ASL-CDI 2.0: An updated, normed adaptation of the MacArthur Bates Communicative Development Inventory for American Sign Language
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In: Behav Res Methods (2020)
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Language modality during interactions between hearing parents learning ASL and their deaf/hard of hearing children
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Semantic processing of adjectives and nouns in American Sign Language: effects of reference ambiguity and word order across development
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Semantic processing of adjectives and nouns in American Sign Language: effects of reference ambiguity and word order across development
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In: J Cult Cogn Sci (2019)
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Prediction in a visual language: real-time sentence processing in American Sign Language across development
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Prediction in a visual language: real-time sentence processing in American Sign Language across development ...
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Prediction in a visual language: real-time sentence processing in American Sign Language across development ...
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Prediction in a visual language: real-time sentence processing in American Sign Language across development
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Deaf Students as a Linguistic and Cultural Minority: Shifting Perspectives and Implications for Teaching and Learning
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In: J Educ (Boston) (2017)
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Where to look for ASL sub-lexical structure in the visual world: A reply to Salverda (2016)
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