title: American Sign Language/English bilingual model: a longitudinal study of academic growth.
abstract: This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants' academic growth rates were measured using the Northwest Evaluation Association's Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents' hearing status, and secondary disability status and examined the academic outcomes for students after a minimum of 4 years of instruction in an ASL/English bilingual model. The findings support the efficacy of the ASL/English bilingual model.
authors.affiliation: Lange Research and Evaluation, Inc., 8400 Normandale Lake Boulevard, Suite 920, Bloomington, MN 55437. c.lange@langeresearch.com.
authors.forename: Cheryl M
authors.initials: CM
authors.lastname: Lange
authors.forename: Susan
authors.initials: S
authors.lastname: Lane-Outlaw
authors.forename: William E
authors.initials: WE
authors.lastname: Lange
authors.forename: Dyan L
authors.initials: DL
authors.lastname: Sherwood
mesh_terms: D003638:Deafness; D060345:Education of Persons with Hearing Disabilities / Q000379:methods*; D004522:Educational Status; D005260:Female; D034381:Hearing Loss; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D008433:Mathematics / Q000193:education*; D008910:Minnesota; D017145:Models, Educational; D019303:Multilingualism; D019986:Persons with Hearing Disabilities; D011932:Reading; D012307:Risk Factors; D012813:Sign Language; D014922:Wisconsin