000			01489nam a2200145 4500
008			250825b |||||||| |||| 00| 0 eng d
100			_aErin Finton, MA, Wyatte C. Hall, PhD, [
245			_aAge-Expected Language and Academic Outcomes for Deaf Children With Hearing Caregivers
300			_app. 232–243
520			_aWhile deaf children learning American Sign Language (ASL) from deaf caregivers generally develop along typical trajectories, some have been skeptical that deaf children who have hearing caregivers—the majority of deaf children—can similarly benefit from ASL exposure. This study tracked ASL fluency and academic achievement among a large sample of children for 4 years. Children with hearing caregivers who entered the school before age 3 (i.e., participated in early intervention) reliably had comparable academic achievement to deaf children who had deaf caregivers. The relationship between early entry and academic achievement was partially, but not entirely, mediated by increased ASL skills. The results should assuage concern that deaf children with hearing caregivers cannot benefit from sign language–focused bilingual education and instead illustrate that early bilingual education can have long-term benefits for academic growth.
654			_abilingual education _asign language _aacademic achievement _adeaf education
700			_aNaomi Caselli, PhD
773	0		_0125279 _9113434 _dNew Delhi _tJournal of Special Education _x0022-4669
942			_cJA
999			_c132568 _d132568