| There is a well-documented 4th grade median reading level for most deaf high school graduates (Traxler, 2000; Allen, 1986). However, there continues to be disagreement about the best approach to improve the reading skills of deaf children, whether orally through spoken English or visually through American Sign Language (ASL). Recent research reinforces a bimodal (signed and written) and bilingual (ASL and English) linguistic foundation of reading, in support of Cummins (1991; 2006)'s language interdependence theory.;ASL ability has been found to contribute unique variance in the reading skills of deaf participants within the literature. The current study investigates what unique variance ASL may contribute to written English by analyzing test scores of cognitive skills that may predict better PIAT-R: Reading Comprehension scores. These underlying cognitive skills (visuospatial memory, working memory, and mental rotation skills) may allow ASL to contribute to written English skills, despite being separate modalities and ASL not having a written form.;Archival data was used from the Visual Language and Visual Learning Toolkit Project. A factor analysis was used to create four distinct factors (Visuospatial Memory, Verbal Working Memory, Visuospatial Ability, and ASL), and minimize the impact of any missing data. A stepwise regression analysis was conducted to see which factors would create the best prediction model of English reading scores. Further correlational analyses of demographic factors were also performed.;Visuospatial Ability (Mental Rotation Test; MRT) was found to be the sole predictor of English reading scores. Considering the literature's suggestion of enhanced mental rotation skills being an effect of sign language fluency, this suggests that ASL can support written English skills with shared amodal cognitive skills, such as mental rotation. Additionally, verbal working memory skills may provide unique variance not present in the MRT, and further support associative skills between ASL and written English. Correlated demographics suggest early, and consistent exposure to ASL, as well as written English, leads to better mental rotation and written English outcomes.;Further research should continue to focus on the importance of early and full language access, and cognitive skills that support language interdependence. |
