Alice, a deaf girl who was implanted after age three years of age was exposed to four weeks of storybook sessions conducted in\r\nAmerican Sign Language (ASL) and speech (English). Two research questions were address: (1) how did she use her sign bimodal/\r\nbilingualism, codeswitching, and code mixing during reading activities and (2) what sign bilingual code-switching and\r\ncode-mixing strategies did she use while attending to stories delivered under two treatments: ASL only and speech only. Retelling\r\nscores were collected to determine the type and frequency of her codeswitching/codemixing strategies between both languages\r\nafter Alice was read to a story in ASL and in spoken English. Qualitative descriptive methods were utilized. Teacher, clinician and\r\nstudent transcripts of the reading and retelling sessions were recorded. Results showed Alice frequently used codeswitching and\r\ncodeswitching strategies while retelling the stories retold under both treatments. Alice increased in her speech production retellings\r\nof the stories under both the ASL storyreading and spoken English-only reading of the story. The ASL storyreading did not decrease\r\nAlice�s retelling scores in spoken English. Professionals are encouraged to consider the benefits of early sign bimodal/bilingualism\r\nto enhance the overall speech, language and reading proficiency of deaf children with cochlear implants.
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