Taiwanese Sign Language and Chinese reading comprehension: Exploring relationships

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Deafness & Education International Pub Date : 2022-05-25 DOI:10.1080/14643154.2022.2077896

Hsiu-Tan Liu

引用次数: 0

Abstract

ABSTRACT This study explores relationships between Taiwanese Sign Language (TSL) and Chinese reading comprehension with 65 deaf adults/youth (study 1: ages 14–50 years) and 27 deaf children (study 2: ages 6–13 years). Significant relationships were found between scores on two tests measuring TSL tasks. In study #1, the TSL tasks (measured by Taiwan Sign Language Comprehension Test, TSLCT) on story and syntax comprehension predicted more of the variance than vocabulary on Chinese reading comprehension. In study #2, TSL tasks measuring vocabulary (using Taiwanese Sign Language Receptive Skills Test, TSL-RST) predicted more of the variance than syntax and story comprehension on Chinese reading comprehension but were not significant. Results are interpreted utilising Cummins’ Linguistic Interdependence Theory and Threshold Hypothesis. Limitations, future research and educational implications are provided.

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台湾手语与中文阅读理解:探讨关系

摘要本研究以65名失聪成人/青少年(研究1:14-50岁)和27名失聪儿童(研究2:6-13岁)为研究对象，探讨台湾手语与中文阅读理解的关系。在两项测量TSL任务的测试得分之间发现了显著的关系。在研究#1中，台湾手语理解测验(TSLCT)对故事和句法理解的TSL任务比词汇对中文阅读理解的预测更大。在研究#2中，测量词汇量的TSL任务(使用台湾手语接受能力测验，TSL- rst)比句法和故事理解对中文阅读理解的预测方差更大，但不显著。使用康明斯的语言相互依存理论和阈值假设对结果进行解释。本文提供了局限性、未来研究和教育意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Deafness & Education International EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.70

自引率

7.10%

发文量

期刊介绍： Deafness and Education International is a peer-reviewed journal published quarterly, in alliance with the British Association of Teachers of the Deaf (BATOD) and the Australian Association of Teachers of the Deaf (AATD). The journal provides a forum for teachers and other professionals involved with the education and development of deaf infants, children and young people, and readily welcomes relevant contributions from this area of expertise. Submissions may fall within the areas of linguistics, education, personal-social and cognitive developments of deaf children, spoken language, sign language, deaf culture and traditions, audiological issues, cochlear implants, educational technology, general child development.