Date of Award
Doctor of Philosophy
Kimberly Wolbers, Sherry Bell, Chris Skinner, Cheryl Shahan
A single subject, multiple baseline study was designed to determine the benefits of Skinner’s Cover, Copy, Compare (CCC) intervention for students with dyslexia who are learning American Sign Language. (ASL). The number of educational institutions offering ASL as a foreign language is on the rise; ASL has become the third most taught language in the U.S. (Mitchell, 2006). However, there is a misconception that it is an easier language to learn than orthographic languages. In fact, ASL is a complex language with its own grammatical rules including complex syntax and semantics. Learning a visual language may present a unique challenge to dyslexic learners; it requires constant visual attention, paired-associate learning and recall, which may be challenging for dyslexic learners. Cover Copy Compare (CCC) as an intervention for dyslexic learners has proven successful in learning other content (i.e., spelling words). CCC strategies were implemented to reinforce ASL vocabulary to four post-secondary students identified with dyslexia. By using CCC in a multimedia format, the need for receptive and expressive skills are addressed, therefore addressing both aspects of ASL acquisition. The major findings suggest participants improved recall of signs as an expressive skill. As they are able to recall signs with greater fluency, their ability to communicate with fluence can increase as well.
Evans, Sara, "Cover, Copy, and Compare: An Effective Strategy for ASL Acquisition for Students with Dyslexia?. " PhD diss., University of Tennessee, 2021.