Producing more concept-motivated signs in signed summaries predicted higher test scores, especially post-test, while English-motivated sign use did not¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Design limits · Rachel Sortino 2026: the comparison group also received the intervention; the intervention came bundled with another change · Rachel Sortino 2026 (2): the intervention came bundled with another change (read from the study by two models, 2026-10-27)

Subclaims¶

q3 i? CM sign use in summaries was significantly related to higher scores on pre- and post-tests combined. → Rachel Sortino 2026 q3 i? Only post-test scores were significantly associated with CM sign use; EM sign use showed no relationship with test scores. → Rachel Sortino 2026 (2) q3 i? Each additional CM sign produced was associated with a 1.79% improvement in post-test score. → Rachel Sortino 2026 (3)

Evidence¶

Rachel Sortino 2026¶

Rachel Sortino, Christina Kim, Thalia Guettler, Katie McClyman, Lorna Quandt, Alicia Wooten & Rachel Pizzie. (2026). Producing concept-motivated signs supports learning of STEM content in American Sign Language. npj Science of Learning 11:37. https://doi.org/10.1038/s41539-026-00418-6

q3 · i? · causal · r?

LMM of sign counts in video-recorded signed summaries against test scores in the within-participant study; "More CM use was related to higher scores on both tests combined", with the printed coefficient and test statistic as shown.

"However, for CM lessons, there was a significant relationship between CM use and scores on both the pre- and post-test combined (X2(1) = 5.82, p = 0.016). More CM use was related to higher scores on both tests combined (β = 0.118,t(112.98) = 2.54)."

Rachel Sortino 2026 (2)¶

Rachel Sortino, Christina Kim, Thalia Guettler, Katie McClyman, Lorna Quandt, Alicia Wooten & Rachel Pizzie. (2026). Producing concept-motivated signs supports learning of STEM content in American Sign Language. npj Science of Learning 11:37. https://doi.org/10.1038/s41539-026-00418-6

q3 · i? · causal · r?

Parallel LMM for EM lessons found no relationship between EM sign use and scores at either time point; separately, only post-scores were significantly associated with CM use (X2(1) = 7.24, p = 0.007).

"For the EM lessons, there was no significant relationship between EM use and scores (X2(1) = 0.05,p = 0.830), nor was there an interaction effect between EM use and time ( X2(1) = 1.32, p = 0.251)."

Rachel Sortino 2026 (3)¶

Rachel Sortino, Christina Kim, Thalia Guettler, Katie McClyman, Lorna Quandt, Alicia Wooten & Rachel Pizzie. (2026). Producing concept-motivated signs supports learning of STEM content in American Sign Language. npj Science of Learning 11:37. https://doi.org/10.1038/s41539-026-00418-6

q3 · i? · causal · r2

Figure 5 plots sign counts against pre- and post-test scores by style and time point; the text states the post-test-only relationship and the per-sign improvement figure.

"Only the number of CM signs produced after CM lessons was significantly related to post- test scores, with each additional CM sign produced resulting in a 1.79% improve- ment in score."

Discussion¶

Related Claims¶

• Adult ASL-fluent participants significantly improved STEM test scores by about 22% after watching four-to-six-minute ASL video lessons — related
• Longer and more accurate signed summaries predicted higher post-test scores only for concept-motivated lessons, not English-motivated lessons — related
• Learning from concept-motivated versus English-motivated ASL lessons showed no significant difference in pre-to-post score gains — related
• Brief signed video lessons produced learning gains, but the study could not rule out practice effects because it lacked a no-training control group — related