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Sign Language Studies

American Annals of the Deaf

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American Sign Language and Early Literacy
A Model Parent-Child Program

Kristin Snoddon

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From Reference & Research Book News

Snoddon (early childhood education, Ryerson U., Toronto, Canada) presents findings from a research project examining an American Sign Language (ASL) literacy program for Deaf and hearing parents and young children in Ontario, Canada. The author first describes the present-day context of infant hearing screening and early intervention services for Deaf children and their parents, and the impact of these public services on participants. She then describes the processes and outcomes of the ASL program in terms of a counterdiscourse to the dominant discourse of early intervention policy for Deaf children and their parents, including the distinct roles taken by Deaf and hearing parents, and by the program leader as a Deaf adult and ASL instructor working to facilitate emergent ASL literacy. Snoddon identifies possible areas for improvement in providing greater access to ASL for Deaf children and their parents, and discusses the study's implications regarding potential benefits of early ASL literacy programming for participants.

Kristin Snoddon is Assistant Professor, School of Linguistics and Language Studies, Carleton University, Ottawa, Canada.

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ISBN 978-1-56368-527-9, 6 x 9 casebound, 152 pages, tables, photographs, references, index

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ISBN 978-1-56368-528-6

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