american sign language receptive skills test


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  • Do students learn receptive and expressive skills with age?

    Students’ receptive and expressive skills continued to develop across the school-aged range, unlike their typically hearing peers. Educators cannot assume that neither students comprehend all information presented in ASL nor that comprehension increases with age. Nor can they assume students are able to accurately express all ASL concepts.

  • How do practitioners measure students' ASL skills?

    Practitioners reported variable access to and knowledge of appropriate measurement tools for measuring students’ ASL abilities. Continued dissemination of knowledge and better access to assessments are critically needed for professionals who assess these students.

  • What is the American Sign Language receptive skills test (ASL RST)?

    The American Sign Language Receptive Skills Test (ASL RST) is a developmental assessment for children, aged 3 to 13 years, learning ASL.

  • Are receptive and expressive American Sign Language (ASL) skills measured in deaf/hard of hearing students?

    This exploratory research investigates the assessment tools currently used by professionals to measure receptive and expressive American Sign Language (ASL) abilities in students who are deaf/hard of hearing (DHH).

Introduction

Proficiency in sign languages arises as a factor that impacts many important questions in Deaf studies, deaf education, and related disciplines. For example, assessing sign language proficiency in deaf and hard-of-hearing (DHH) children is essential for evaluating that child’s global-language proficiency (Hall, Hall, & Caselli, 2019), which in turn

Methods

All methods were approved by the institutional review board at Temple University. Participants received either course credit or payment in compensation for their time. academic.oup.com

Results

Eligibility Verification and Data Cleaning Reviewing the eligibility of the 149 participants resulted in the exclusion of all data from six participants for the following reasons: having more than 5 years of ASL experience (n = 2), being self-taught (n = 2), or reporting that at least a semester had passed since they last used ASL regularly (n = 2). (This last question was not asked systematically; thus, it is possible that our sample contains some participants who should have been excluded under this criterion.) An additional five pa

Discussion

The primary objective of this study was to evaluate the utility of the ASL-CT (Hauser et al., 2016) and the ASL-RST (Allen & Enns, 2013; Enns & Herman, 2011) when used with adult hearing novice learners of ASL. Because the ASL-CT was designed for use with highly proficient adults, we worried that it might be so difficult that it would not be sensit

Conclusions

Both the ASL-CT and the ASL-RST were correlated with the semesters of ASL experience among novice M2L2 learners; the relationship was relatively stronger for the ASL-CT, although still accounting for only 22% of the variance in ASL experience among signers. Nonsigners performed surprisingly well on both measures, but—contrary to expectations—elimin

Acknowledgments

The authors gratefully acknowledge the contributions of Alyssa DeGuzman, Eric Hendrixson, Leah Horton, Kaile Martinelli, Adrianna Fisher, Lucy Cochran, Lydia Bowers, Amaya Bullock, Bailey Cohen, Jane Jo, and Lauren Nolan, whose commitment to advancing research did not waver in the face of a global pandemic. We are also indebted to generous colleagu

Receptive ASL Fingerspelling Practice Series  Beginner #1 (2023 Edition)

Receptive ASL Fingerspelling Practice Series Beginner #1 (2023 Edition)

Receptive ASL Fingerspelling Practice  Beginner #5

Receptive ASL Fingerspelling Practice Beginner #5

Beginning ASL Level Fingerspelling Receptive Practice

Beginning ASL Level Fingerspelling Receptive Practice

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