{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,4]],"date-time":"2026-09-04T10:03:59Z","timestamp":1788516239073,"version":"build-2803163510"},"reference-count":52,"publisher":"Oxford University Press (OUP)","issue":"1","license":[{"start":{"date-parts":[[2021,8,14]],"date-time":"2021-08-14T00:00:00Z","timestamp":1628899200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/academic.oup.com\/journals\/pages\/open_access\/funder_policies\/chorus\/standard_publication_model"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,12,16]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>With the knowledge that deaf children benefit from early exposure to signed language, questions are raised about the role of specific types of language input that are beneficial in early childhood classrooms. This quasi-experimental study explores the effects of ASL rhyme, rhythm, and handshape awareness activities on 4- to 6-year-old deaf children\u2019s ASL phonological awareness. Deaf children received three-week structured activities and four-week teacher-choice activities that targeted handshape awareness. Results yielded evidence that interventions as brief as 12\u00a0minutes daily for up to 2 months can produce positive effects on deaf children\u2019s phonological awareness. Furthermore, although the intervention focused only on handshape awareness, children\u2019s positive gains on the ASL Phonological Awareness Test suggests one targeted phonological awareness skill (e.g., handshape) may generalize to other phonological awareness skills (e.g., location and movement). Further investigation is needed on the relationship between ASL phonological awareness and overall language and literacy skills in both ASL and English.<\/jats:p>","DOI":"10.1093\/deafed\/enab028","type":"journal-article","created":{"date-parts":[[2021,7,22]],"date-time":"2021-07-22T19:11:02Z","timestamp":1626981062000},"page":"26-36","source":"Crossref","is-referenced-by-count":15,"title":["Enriching Deaf Children\u2019s American Sign Language Phonological Awareness: A Quasi-Experimental Study"],"prefix":"10.1093","volume":"27","author":[{"given":"Leala","family":"Holcomb","sequence":"first","affiliation":[{"name":"University of Tennessee, Knoxville, Tennessee, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Debbie","family":"Golos","sequence":"additional","affiliation":[{"name":"University of Minnesota, Minneapolis, Minnesota, 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