Bilingual storybook app designed for deaf children based on research principles

Malzkuhn, Melissa; Herzig, Melissa

doi:10.1145/2485760.2485849

Cited by 17 publications

(13 citation statements)

References 10 publications

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“…This study coincides with others like (Malzkuhn and Herzig, 2013) and (Alsumait et al, 2015) where it is demonstrated how technology can improve a storytelling strategy for literacy teaching by engaging and motivating children. To the best of our knowledge, and based on literature review and teacher's requests, there is no other digital storytelling approach that can actually be used as part of their teaching process, either because the educational institutions don't have the necessary technological resources or because some digital resources are not meant to be used for teaching Spanish to deaf children.…”

Section: Discussionsupporting

confidence: 88%

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

Aristizábal

Cano

Collazos

et al. 2019

Telematics and Informatics

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Currently, learning technologies are transforming and modifying educational systems with impressive progress of Information and Communication Technologies. Furthermore, when these technologies are available, accessible, usable and a ordable, they represent more than just a transformation for people with disabilities, they represent real opportunities with access to an inclusive education and help to overcome the obstacles they meet in classical educational systems. In this paper we present some experiences using technology to support literacy teaching for deaf children through a storytelling technique.

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Section: Discussionsupporting

confidence: 88%

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

Aristizábal

Cano

Collazos

et al. 2019

Telematics and Informatics

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“…A focused group session was arranged in which students watch videos, who tell stories in ASL. After this session, students had to retold the story and explained the main idea in ASL [20].…”

Section: Related Workmentioning

confidence: 99%

“…Reference [21] only focused on helping deaf students to learn numbers. References [20,22,23] provided the assistance for improving reading skills and for learning the signs of objects of daily use. Except for References [19,25,27], no one took feedback from the deaf students.…”

Section: Related Workmentioning

confidence: 99%

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

et al. 2019

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Technology plays an important role in our society, especially in the field of education. It is quite regrettable that people, particularly the deaf, still face a lot of challenges in acquiring an education. Their learning methods are different as compared to hearing people. They use Sign Language (SL) rather than natural language to communicate and learn. They are required to put a lot of effort into learning different concepts using conventional pedagogies. Therefore, there is a dire need for some assistive technology to improve their learn-ability and understandability. In the present study, 192 deaf participants aged 5–10 years were sampled from two special child institutes. The objective of the present study was to determine the effectiveness of a mobile interface through a developed mobile application for learning basic mathematical concepts using Pakistan Sign Language (PSL). The present study bridges the gap between the technology-based method and conventional teaching methods, which are used for teaching mathematical concepts using PSL. The participants were divided into two groups, that is, one group learned through conventional methods (flash cards and board) and the other group through the developed mobile application. The difference in the performance of both the groups was evaluated by conducting quizzes. The quiz results were analyzed by the Z-test and ANOVA. The findings revealed that the Experimental Group (EG) participants, who were instructed by our mobile application showed higher proficiency in the quizzes as compared to the Control Group (CG). EG participants performed better than CG by 12% in the quizzes. A gender based difference was also observed for the quiz scores. Male participants in category C (word problem learning) performed 2.7% better than females in the EG and 2.5% better in the CG. Moreover, a significant difference was also observed in the time taken by participants in both groups to complete the quizzes. CG participants took 20 min longer than EG participants to complete the quizzes. The results of the ANOVA showed that the quiz scores were directly affected by the mode of teaching used for participants in both groups.

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“…A review of the literature on the use of storytelling with children who are deaf or hard-of-hearing indicates a growing interest in the use of apps and technology and interactive storytelling strategies (Aristizábal et al, 2017;Beal-Alvarez & Huston, 2013;Eden, 2014;Malzkuhn & Herzig, 2013) to support literacy, sign language, narrative skills, and communication skills. In particular, this has included e-learning tools for interactive storytelling that offer opportunities to generate their narratives (Al-Mousawi & Alsumait, 2012;Alsumait et al, 2015), book sharing (Swanwick & Watson, 2007), and modelling reading vocabulary (Hermans et al, 2008).…”

Section: Using Multi-sensory Stimulimentioning

confidence: 99%

The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children

Hettiarachchi

Ranaweera

Disanayake³

2020

Deafness & Education International

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Young deaf and hard-of-hearing children enrolling in school in Sri Lanka often display language delay due to limited amplification and limited language stimulation. The scarcity of speech and language therapy support within the educational context at present necessitates a rethink of service-delivery models to reach more children. Multisensory stimuli and traditional children's stories have been used in speech and language therapy to promote vocabulary development in children experiencing languagelearning difficulties. Fifteen deaf or hard-of-hearing children from three different educational contexts were offered a three week "Katha malu" multi-sensory children's story programme through the class teacher. The programme focused on developing receptive and expressive vocabulary of a set of 30 target words. The programme was offered using a combination of Sri Lankan Sign Language and Spoken Sinhala. The participants' receptive and expressive vocabulary knowledge on the target words was assessed using a specially devised picture-based vocabulary assessment pre-and post-intervention. The results show positive gains at both group and individual levels on receptive and expressive vocabulary skills. There was a positive effect of familiarity with the story with the overall vocabulary gains more prominent for the older, more traditional story. The findings of this study highlight the possibility of offering access to language stimulation programmes at classroom-level facilitated by the class teacher, under the guidance of a speech and language therapist.

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Bilingual storybook app designed for deaf children based on research principles

Cited by 17 publications

References 10 publications

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling

Measuring Effectiveness of Mobile Application in Learning Basic Mathematical Concepts Using Sign Language

The effectiveness of using multi-sensory children’s stories on vocabulary development in young deaf and hard-of-hearing children

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