title: How deaf American Sign Language/English bilingual children become proficient readers: an emic perspective.
abstract: A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of both languages and provide a strong foundation for literacy.
authors.affiliation: Gallaudet University judith.mounty@gallaudet.edu.
authors.forename: Judith L
authors.initials: JL
authors.lastname: Mounty
authors.affiliation: Gallaudet University.
authors.forename: Concetta T
authors.initials: CT
authors.lastname: Pucci
authors.affiliation: Gallaudet University.
authors.forename: Kristen C
authors.initials: KC
authors.lastname: Harmon
mesh_terms: D002648:Child; D003638:Deafness; D060345:Education of Persons with Hearing Disabilities / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D019303:Multilingualism; D036301:Qualitative Research; D011932:Reading; D012813:Sign Language