Access to ASL from birth increases childhood math proficiency in deaf children

A study recently published in the journal Child Development reveals that early exposure to American Sign Language (ASL) can lead to greater math proficiency in deaf children. Professor Marie Coppola, who led the research at the University of Connecticut, explains that the cardinal principle—the understanding that the final number word signifies the total quantity—is a crucial milestone in mathematical development, typically achieved between the ages of 3½ and 5½.

Coppola's research focused on children who acquired language either through ASL from birth or later in childhood, compared to those who learned spoken English. She notes that only around 10% of deaf and hard-of-hearing children in the United States are born to deaf parents who use ASL, leaving many to acquire language through spoken English or other means later in life. This late language acquisition often results in language development gaps, which subsequently impact academic performance, including math skills.

The study involved recruiting students from specialized schools across the U.S. who were exposed to ASL from birth, those who learned spoken English from birth, and those who began acquiring language later. Despite the challenges in recruiting participants due to the rarity of significant hearing loss at birth and limited families using ASL, Coppola's team successfully assessed the children's understanding of the cardinal principle through counting exercises.

The findings suggest that early access to language, specifically ASL, plays a critical role in developing numerical skills and achieving math proficiency at a comparable rate to hearing children.