Technology-Enhanced Shared Reading With Deaf and Hard-of-Hearing Children: The Role of a Fluent Signing Narrator

Mueller, Vannesa T.; Hurtig, Richard R.

doi:10.1093/deafed/enp023

Cited by 37 publications

(31 citation statements)

References 33 publications

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“…Advocates of the bottom-up processing model assumed that inferring meaning from text is a process that begins with learning letters, words, and sentences as parts of the language (Dockery, 2013). They argued that the reading component takes place via decoding and linguistic comprehension (Gough, 1972;Gough & Tanmer, 1986;Mueller, & Hurtig, 2010). During the reading process, reader systematically advances by decoding single words and then sounding out to reach comprehending phase.…”

Section: Theory and Practice In Language Studies 1321mentioning

confidence: 99%

Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools

Jamali

Izadpanah

2017

TPLS

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Abstract-It is becoming increasingly difficult to ignore the role of PowerPoint presentation on reading comprehension of deaf and hard of hearing (D/HH) students in schools. Based on different studies, PowerPoint, a common multimedia tool, has a crucial role in teaching and learning through providing a suitable understanding of the text and motivating students. The present study aimed to examine the predictive effects of PowerPoint presentations on reading comprehension of D/HH students. As reported in the literature, reading levels of deaf high school students are equal to those of fourth grade hearing students. Therefore, a visual computer-mediated approach was implemented to monitor the reading comprehension progress of 20 D/HH students in Iranian high schools. The reading comprehension of the experimental and control groups were compared by conducting the Stanford Achievement Test and applying paired t-tests. Our findings indicated a significant difference between the mean reading comprehension scores of the two groups.

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Section: Theory and Practice In Language Studies 1321mentioning

confidence: 99%

Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools

Jamali

Izadpanah

2017

TPLS

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Section: Introductionmentioning

confidence: 99%

“…In this way, we must take into consideration that factors contributing to the difficulties of the deaf with language in the written form such as the lack of linguistic and literary exposure that deaf children experience daily 4 . Some studies 4,5 claim that deaf children do not develop the written form of their dominant language at an appropriate age. However, for this to occur, one must consider that social interaction and promoting actions for significant literacy practices among deaf children, their parents, friends, and teachers are fundamental [6][7][8] .…”

Section: Introductionmentioning

confidence: 99%

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A retextualização como prática nas terapias fonoaudiológicas com sujeitos surdos

et al. 2014

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Para que sujeitos surdos estabeleçam relações entre a língua brasileira de sinais e a língua portuguesa, o uso de recursos de retextualização pode ser uma ferramenta capaz de levar tais sujeitos a produzirem gêneros textuais escritos de acordo com convenções ortográficas e gramaticais do português. Nesta perspectiva, o objetivo deste trabalho é discutir o processo de retextualização usado como prática nas terapias fonoaudiológicas em grupo como um meio desses sujeitos se apropriarem da língua portuguesa em sua modalidade escrita. Participaram da pesquisa 8 surdos que fazem uso de Libras e da língua portuguesa em sua modalidade escrita. Inicialmente, os sujeitos produziam textos em língua de sinais que, depois de comentados e discutidos, em sessões em grupo, contando com a presença de uma fonoaudióloga, além de outros profissionais, eram retextualizados por meio da escrita. Após a retextualização, os sujeitos surdos foram convocados a reler o texto e, caso julgassem necessário, a modificá-lo. Na sequência, eles reliam os textos em conjunto com os profissionais e o retextualizavam em uma versão final escrita. Nos textos analisados, as operações de reestruturações sintáticas, de reconstruções textuais em função da norma da língua, bem como as de tratamento estilístico com seleção de novas estruturas sintáticas e opções lexicais foram as mais usadas nos processos de retextualização. A partir dos processos de retextualização, os surdos passaram a refletir sobre a escrita e sua função social, assumindo essa modalidade da linguagem com mais disposição e autoconfiança.

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“…It is understood that by applying variation of vocal intonation the child remains interested in the in vocabulary, in morphosyntax, prior knowledge and the development of the theory of mind 17,27 .…”

mentioning

confidence: 99%

Efeitos de oficinas de contar histórias com livros infantis realizadas com familiares de crianças surdas

Nascimento

Kessler

2015

Rev. CEFAC

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Source of help: CAPES.Conflict of interest: non-existent govern its functioning and language, the broader involves significance and is at work even in times when the subject does not communicate with each other [1][2][3] .Acquire language, such as ownership of a set of complex and conventional symbols, assumes that the child has language competence of abstract structures of language (phonology, morphology, syntax and semantics) and the use of them, which is called pragmatics 4,5 . In cases of pre-lingual hearing loss, without the benefits of sound amplification, the acquisition of oral language of deaf child is distinguished from acquisition by the hearing child, since the former has no access to sound information that the ambient in which it is embedded offers and assimilates the information around it preferably in INTRODUCTIONIn addressing the language in the deafness of the universe is important to highlight the difference between the language of concepts, language and speech. The speech would be the production of a particular speaker in interaction situation, the language the regulatory aspects that together ABSTRACT Purpose: to analyze the storytelling strategies of deaf children relatives, through children's books, before and after workshops with a speech and language therapist. Methods: a descriptive/exploratory qualitative research was developed with families attending a school clinic of a federal public university. At the first moment of this research, the patients' medical charts were analyzed. At a second moment, video recordings of the relative-child dyads were made while telling stories through deaf children's books. At a third, the families participated in workshops about playing and storytelling presented by a speech and language therapist. After the workshops, new video recordings of the dyads telling stories were made. Data were transcribed and subjected to video analysis as well as the dyads' eyes directions were computed. Results: took part in the study three adults and three children. After the workshops, there were significant changes in the storytelling strategies of the children's relatives. They employed intonation variation, used onomatopoeia, body signals such as facial expressions, movements and touches and highlighted the books' illustrations. With respect to eyes' directions, after the workshops the children looked more to the books, and both children and relatives looked more to each other. Conclusion: after the workshops, there were qualitative changes in the way of storytelling, using storybooks as mediators of the linguistic interaction by the relatives that participated in this study. The resulting effects afforded a more productive participation of the dyads in the language development of the children.

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Technology-Enhanced Shared Reading With Deaf and Hard-of-Hearing Children: The Role of a Fluent Signing Narrator

Cited by 37 publications

References 33 publications

Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools

Effects of PowerPoint Presentations on Reading Comprehension of Deaf and Hard of Hearing Students in Iranian Exceptional High Schools

A retextualização como prática nas terapias fonoaudiológicas com sujeitos surdos

Efeitos de oficinas de contar histórias com livros infantis realizadas com familiares de crianças surdas

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