{"id":25563,"date":"2025-08-29T09:07:59","date_gmt":"2025-08-29T13:07:59","guid":{"rendered":"https:\/\/cehhs-wds-dev.utk.edu\/tpte\/?page_id=25563"},"modified":"2025-12-09T09:21:23","modified_gmt":"2025-12-09T14:21:23","slug":"asl-literacy-instruction-in-deaf-education","status":"publish","type":"page","link":"https:\/\/cehhs.utk.edu\/tpte\/asl-literacy-instruction-in-deaf-education\/","title":{"rendered":"ASL\u00a0Literacy Instruction in Deaf Education"},"content":{"rendered":"\n
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Overarching Goals<\/strong><\/h2>\n\n\n\n

This work will generate high-quality evidence on how instruction shapes deaf students\u2019 signing skills and equip teacher prep and PD programs with proven methods to support that growth.<\/p>\n\n\n\n

National Institute of Health<\/strong><\/h3>\n\n\n\n

The R21 grant mechanism is intended to provide support for the early and conceptual stages of project development.<\/p>\n<\/div>

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Leala Holcomb, Ph.D.<\/strong>
Principal Investigator<\/strong><\/h3>\n\n\n\n
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As a deaf researcher specializing in language and literacy within deaf education, I have observed a major limitation in the field: a lack of evidence-based instructional methods for signed language during the formative early school years, when language development is most critical.<\/p>\n\n\n\n

My 3-year research project aims to address this gap by working with teachers and students from PreKindergarten through 3rd grade.<\/p>\n\n\n\n

Below, you will find an overview of the theoretical frameworks guiding the evidence-based instructional methods that are applied to ASL literacy instruction for deaf students, along with information on four experimental studies currently underway.<\/p>\n\n\n\n

lholcom5@utk.edu<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Cognitive<\/strong><\/h2>\n\n\n\n