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ABSTRACT INFORMATION
Title: 'To Fingerspell or Not to Fingerspell? That May Be a Highly Debated Question' Track: 3 - Language Acquisition and Development Keyword(s): early language acquisition, fingerspelling, early intervention, bilingual strategies, parent and professional education Learning Objectives: apply techniques and strategies using fingerspelling as a link between ASL and written English with young deaf and hard of hearing children. justify why fingerspelling may be the critical link in children early language development. Abstract: Fingerspelling is a complex phenomenon and many do not fully understand its power in the process of language and literacy learning and instruction for deaf and hard of hearing children. Of the 2 million or so users of American Sign Language (ASL), the use of fingerspelling plays a major role in both communication and as a teaching tool, particularly in the teaching of literacy (Baker, 2011). Current research on fingerspelling providing as a link to early reading skills in deaf and hard of hearing children shows that children are able to utilize knowledge of the English alphabet in the early stages of reading. By understanding the purpose of fingerspelling as a bridge between ASL and written English (spoken when appropriate), parents and professionals in the education of the Deaf would understand how it may impact the early language development on achieving school-readiness. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
-             ASHA DISCLOSURE: Financial - Nonfinancial - Heidi MacGlaughlin - Primary Presenter Lamar University      Credentials: Texas teacher certification; Texas principal certification; Gallaudet University Early Childhood Education certification       Heidi M. MacGlaughlin is currently a doctoral student in the Deaf Studies Deaf Education Department at Lamar University. Her research interests center on language and literacy among young Deaf children. She works as a Curriculum Specialist at the Texas School for the Deaf, focusing primarily in the Early Childhood Education through 2nd grade. She also provides curriculum support to the Physical Education and Aquatics department. Heidi also directs her research on the topics of research ethics within Deaf communities and social justice.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.