Bimodal-Bilingual Context

and Literacy
Karen Garrido-Nag, PhD CCC-SLP
Developmental Neurolinguis<cs and Cogni<on Lab
Hearing, Speech, and Language Sciences
Gallaudet University
omponents to reading and wri9ng for Spoken
anguages (Literacy)
inguis'c Cogni've
Vocabulary skills Execu<ve Func<ons
Morphology, syntax, pragma<cs AJen<on
Comprehension skills Working Memory
Organiza<on
Phonology
Phonemic Awareness Social-emo<onal Development
Phonics World knowledge

Spoken Language: English

Na<onal Reading Panel, 1998)

Literacy for Deaf Children? Dierence
Auditory Visual
Technology/Amplica<on/Residual Signed Languages (ASL, Signed Eng
Hearing Signed Spanish): develop earlier an
varying degree of access
more eciently
may not be adequate
Building block
ASL is not a hindrance
Spoken Language prociency
Bimodal-bilingual vs. Bilingual:
varying degree
ASL English vs. spoken English-spok
dependent on your environment
Spanish
Access: visual representa<on of spo
language (Cued speech, visual phon
Access

Mayer (2007); Bialystok (2009); Mayer and Wells (1996); Trezek and Wang (2006; LaSasso, Crain, & Leybaert,
003) ; Foorman, Goldenberg, Carlson, Saunders, & Pollard-Durodola, 2004
Bilingual Advantage
lingualism is one of the experiences capable of inuencing cogni<ve
nc<on
Ecient use of execu<ve func<on skills
eveloping the child's primary language skills does not delay, but rather
celerate the development of English literacy skills
hat maJers in early literacy development is that children have near to
e-appropriate spoken and/or signed language uency in place
he social-emo<onal competence of bilingual children in preschool and
ementary sehngs (frustra<on tolerance, task orienta<on, and self-con
ay be higher than that of their monolingual peers

kkkCraik and Bialystok (2006); Bialystok (2009); Ramirez (2000); Mayer (2007); CECER-DLL, 2011

Bilingual-Bimodal Children
inguis'c Cogni've
Vocabulary skills Execu<ve Func<ons
Language comprehension skills AJen<on
Language skills: morphology, Working Memory
syntax, pragma<cs Organiza<on
Phonology (English) Social-emo<onal Development
Phonemic Awareness
Phonics

Based on Spoken and Signed Languages

Na<onal Reading Panel, 1998)

esearch Direc9on
ontribu<ons of bilingualism AND bilingual-bimodal to literacy
evelopment
Visual access to components of literacy
Varia<on in Auditory Access
Prociency in L1 and L2

ongitudinal: engage in studies that hold researchers accountable

or repor<ng whether deaf children ul<mately learn to read and
write at an age- appropriate level.
Predictors vs outcome
Systema<c

rain Behavior Rela<onship:

Online (real-<me) processing: ERP, fMRI, MEG
Inuence on brain structure and func<on
Modica<on of current pedagogical processes

ollabora<on