Scott, Dostal, and Lane-Outlaw challenge findings and conclusions from a literature review by Mayer and Trezek regarding the literacy achievement of deaf children who are educated in schools and programs that espouse bilingual ASL/English instruction. Mayer and Trezek's article appeared in the Winter 2020 American Annals of the Deaf. In addition to responding to Mayer and Trezek's findings and conclusions, Scott et al. outline factors they consider important for all researchers and practitioners who generate and consume knowledge regarding bi- and multilingual deaf education. Specifically, they recommend careful attention to and inclusion of individual- and school-level variables, use of appropriate comparison groups, and valuing of information acquired through various methodologies (both quantitative and qualitative). These recommendations are made in the spirit of improving the state of knowledge and the production and consumption of research that informs policy and practice in bi- and multilingual deaf education.

中文翻译：

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呼吁聋人教育研究的多元化视角：对 Mayer 和 Trezek 的回应（2020 年）。

Scott、Dostal 和 Lane-Outlaw 质疑 Mayer 和 Trezek 的文献综述中关于在支持双语 ASL/英语教学的学校和项目中接受教育的聋童的识字成就的发现和结论。Mayer 和 Trezek 的文章发表在 2020 年冬季美国聋人年鉴上。除了回应 Mayer 和 Trezek 的发现和结论外，Scott 等人。概述他们认为对所有产生和消费双语和多语聋人教育知识的研究人员和从业者很重要的因素。具体而言，他们建议仔细关注和纳入个人和学校层面的变量，使用适当的比较组，并评估通过各种方法（定量和定性）获得的信息。