An Adequate Model for the Development of English Reading Skills

Abstract

The focus of this article is on the development of adequate English reading skills. To delineate necessary components for a phonemic-based language, it is necessary to compare two broad frameworks--the Qualitative Similarity Hypothesis (QSH) and the American Sign Language (ASL)— English sign-print bilingual model. Both frameworks have been invoked to address the language and literacy challenges of d/Deaf and hard of hearing (d/Dhh) children and adolescents. Descriptions of the QSH and ASL are provided, and a synthesis of salient research findings is presented. The selection of relevant sources for both frameworks is the result of both a systematic and a professional review, focusing on early and recent investigations. There are benefits associated with the use of American Sign Language in a sign-print ASL-English bilingual education program, especially when combined with fingerspelling and English orthography. However, these benefits seem to diminish during the later early literacy period, particularly in the alphabetic stage. Thus, it is argued that, at present, the QSH and other extant developmental models proffer not only stronger evidence, but also a better explanation for the difficulties of d/Dhh students in developing early and advanced English reading skills. The article concludes with recommendations for further research.

Keywords

• american sign language-english bilingualism
• d/deaf and hard of hearing students
• english language
• english literacy
• qualitative similarity hypothesis