title: Written Forms of Signed languages: A Route to Literacy for Deaf Learners?
abstract: While there have been attempts to develop written systems for signed languages, none have been widely used or adopted. In his article in an American Annals of the Deaf special issue that also includes the present article, Grushkin makes a case not only for why, but how efforts should be renewed to develop a written signed language, suggesting that increased written-English competence will be a consequence of increased competence in written and signed American Sign Language, with literacy-related skills transferring across languages. The present author responds in terms of what is known about linguistic interdependence in spoken-language contexts and in light of the evidence base from hearing bilinguals. She argues that, given the field's current context, no compelling rationale exists for pursuing this route to literacy for deaf learners, and that other routes are more workable from pragmatic, theoretical, and evidence-based perspectives.
authors.forename: Connie
authors.initials: C
authors.lastname: Mayer
mesh_terms: D000293:Adolescent; D002648:Child; D002663:Child Language; D002675:Child, Preschool; D032882:Comprehension; D003638:Deafness / Q000175:diagnosis / Q000523:psychology / Q000534:rehabilitation*; D060345:Education of Persons with Hearing Disabilities; D006801:Humans; D008037:Linguistics; D000067010:Literacy; D019986:Persons with Hearing Disabilities / Q000523:psychology / Q000534:rehabilitation*; D011932:Reading; D012813:Sign Language; D014956:Writing