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Hi Natasha,<br>
<br>
If your student is interested in sign languages other than ASL, she
may want to consider Brazilian Sign Language. In Brazil, there are
18 Federal Universities and 12 public schools that use SignWriting
to write their sign language. They have found that skills in
writing sign language translate into skills in writing Portuguese.
There is research available, but most of it is written in
Portuguese. Here is a small set.<br>
<br>
<a class="moz-txt-link-freetext" href="https://repositorio.ufsc.br/handle/123456789/177791">https://repositorio.ufsc.br/handle/123456789/177791</a><br>
<a class="moz-txt-link-freetext" href="https://files.eric.ed.gov/fulltext/EJ1174381.pdf">https://files.eric.ed.gov/fulltext/EJ1174381.pdf</a><br>
<a class="moz-txt-link-freetext" href="https://www.academia.edu/2445859/SIGNWRITING_ESCRITA_VISUAL_PARA_LINGUA_DE_SINAIS_%C5%93_O_PROCESSO_DE_SINALIZA%C3%87%C3%80O_ESCRITA1">https://www.academia.edu/2445859/SIGNWRITING_ESCRITA_VISUAL_PARA_LINGUA_DE_SINAIS_%C5%93_O_PROCESSO_DE_SINALIZA%C3%87%C3%80O_ESCRITA1</a><br>
<br>
In the last link above, it contains this paragraph as translated
into English.<br>
<br>
"The studies I have carried out, although unrelated to academic
studies, point to the fact that the learning of sign language
writing enables the deaf student to develop their cognitive skills
in a written form of the language that they have already developed
competently. This learning process of written signaling can occur
both in the preschool and in the initial grades of elementary
school. Because it is a symbolic process, this writing is an
effective instrument for the realization of the most sophisticated
cognitive processes that allow cognitive development."<br>
<br>
Regards,<br>
-Steve<br>
<br>
<br>
<div class="moz-cite-prefix">On 4/24/19 4:27 PM, Natasha Abner
wrote:<br>
</div>
<blockquote type="cite"
cite="mid:CADF8Tpc+gAY=OwhR-nH+dDGBfFWnEto30xEOAveLQMtjdZHyjg@mail.gmail.com">
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<div dir="ltr">Hello,
<div><br>
</div>
<div>I have a student working on a project about Deaf literacy
for a bilingualism class and unfortunately most of the
resources she's come across have mainly highlighted poor
literacy development of Deaf students. She's well aware that
this is due to educational policies and practices and to
issues of language access. However, in order to make that
argument in her project, she needs more sources about
successful literacy development in Deaf students. Does anyone
have any papers or scholars they could recommend?</div>
<div><br>
</div>
<div>Thanks!</div>
<div>Natasha</div>
<div><br>
</div>
-- <br>
<div dir="ltr" class="gmail_signature"
data-smartmail="gmail_signature">
<div dir="ltr">
<div><font face="georgia, serif"><b>Natasha Abner (<i>she/her/hers</i>)</b></font></div>
<div><a href="http://www-personal.umich.edu/~nabner/"
target="_blank" moz-do-not-send="true"><font
face="georgia, serif">Website</font></a></div>
<div><font face="georgia, serif">Assistant Professor, <a
href="https://lsa.umich.edu/linguistics"
target="_blank" moz-do-not-send="true">Linguistics
Department</a></font></div>
<div><font face="georgia, serif">PI, <a
href="https://www.facebook.com/signgesturelab/"
target="_blank" moz-do-not-send="true">Sign Language
& Multi-Modal Communication Lab</a></font></div>
<div><font face="georgia, serif">Director, <a
href="https://www.facebook.com/CampLookingGlass/"
target="_blank" moz-do-not-send="true">Camp Looking
Glass</a></font></div>
<div><font face="georgia, serif">450 Lorch</font></div>
<div><font face="georgia, serif">University of Michigan</font></div>
<div><font face="georgia, serif">Ann Arbor, MI 48109-1220</font></div>
</div>
</div>
</div>
</blockquote>
<br>
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