Abstract

Seventy-six hearing children in pre-kindergarten classes, half of them receiving sign instruction and half not receiving sign instruction, were tested on English vocabulary acquisition. The children receiving sign instruction scored significantly higher on the Peabody Picture Vocabulary Test than those receiving no sign instruction. The results support the hypothesis that hearing pre-K children who learn ASL signs improve their acquisition of English vocabulary to a statistically significant degree.

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Additional Information

ISSN
1533-6263
Print ISSN
0302-1475
Pages
pp. 155-166
Launched on MUSE
2013-10-02
Open Access
No
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