Towards the Design of Interactive Storytelling to Support Literacy Teaching for Deaf Children

Aristizábal, Leandro Flórez; Cano, Sandra; Vesga, Luz del Sol; Collázos, César A.

doi:10.1007/978-3-319-55666-6_6

Cited by 19 publications

(8 citation statements)

References 16 publications

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“…It was observed that the manipulation part of the instrument could help the child in visual and motor coordination. Therefore, the interactive experience [40,41] cannot involve only an educational context but a context that is also therapeutic like CASETO or PHONOMAGIC with an educational content in literacy teaching but at the same time it had a mathematical content because they had to count on advancing to each box and a social content because they had to interact with the other classmates and could support each other.…”

Section: Discussionmentioning

confidence: 99%

Designing Interactive Experiences for Children with Cochlear Implant

Cano

Aristizábal

Collázos

et al. 2018

Sensors

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Information and Communication Technologies (ICTs) have grown exponentially in the education context and the use of digital products by children is increasing. As a result, teachers are taking advantage of ICTs to include mobile devices such as Tablets or Smartphones inside the classroom as playful support material to motivate children during their learning. Designing an interactive experience for a child with a special need such as a hearing impairment is a great challenge. In this article, two interactive systems are depicted, using a non-traditional interaction, by the following stages: analysis, design and implementation, with the participation of children with cochlear implant in the Institute of Blind and Deaf Children of Valle del Cauca, Colombia and the ASPAS Institute, Mallorca, Spain, who evaluated both interactive systems, PHONOMAGIC and CASETO. Positive results were obtained, showing that the use of real objects can greatly influence the environment in which children interact with the game, allowing them to explore and manipulate the objects supporting their teaching-learning processes.

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Section: Discussionmentioning

confidence: 99%

Designing Interactive Experiences for Children with Cochlear Implant

Cano

Aristizábal

Collázos

et al. 2018

Sensors

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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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“…The development of literacy skills is one of the main challenges deaf children must face, since this is the way not just to com-municate with hearing people, but also to get access to information and create new knowledge in other fields like math or sciences (Michaud and McCoy, 2000;Flórez Aristizábal et al, 2017b). During the first five years of age, children should acquire their first language, for deaf children, it must be a sign language (Mellon et al, 2015) and this will allow them to become bilingual in a written language like English or Spanish but this is not an easy process since the strategies used with deaf children must di er from those used with hearing children, taking into account that they cannot map sounds with letters and the structure of both languages (signed and written) are not the same, for instance, American Sign Language (ASL) which is the language used by deaf community in United States, is not English, they are two completely di erent languages (Michaud and McCoy, 2000;Goldin-meadow and Mayberry, 2001).…”

Section: Strategies For the Development Of Literacy Skillsmentioning

confidence: 99%

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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Towards the Design of Interactive Storytelling to Support Literacy Teaching for Deaf Children

Cited by 19 publications

References 16 publications

Designing Interactive Experiences for Children with Cochlear Implant

Designing Interactive Experiences for Children with Cochlear Implant

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

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

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