Training Literacy Skills through Sign Language

Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith E.; Tjus, Tomas

doi:10.1179/1557069x14y.0000000037

Cited by 89 publications

(22 citation statements)

References 47 publications

(64 reference statements)

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“…The inability to perceive auditory signals coming from the environment and the inability to respond to signals because of hearing loss negatively affect the social and language development of individuals (Bowers, Dostal, Wolbers, & Graham, 2018;Cavkaytar & Diken, 2005;MEB, 2006). Developmental problems caused by hearing loss affect the academic achievement, the development of perceptual skills, and the cognitive progress of students negatively (Akmeşe, Sezgin, & Öğüt, 2019;Rudner et al, 2015;Tüfekçioğlu, 1998). It is reported that a significant majority of deaf or hard of hearing (D/HH) students lag at least five years behind compared with their peers in the educational environment because of the problems they face with regard to literacy education (Kyle & Harris, 2006).…”

Section: Introductionmentioning

confidence: 99%

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Şılbır¹,

Coşar

Kartal

et al. 2020

iejee

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This study examined the development process of graphic symbol-based animations for enhancing literacy skills of deaf or hard of hearing students (D/HH). Participants of the study consisted of two teachers and seven students studying in the third and fourth grade in a primary school for hard of hearing. As a result of the studies conducted throughout the fall and spring semesters, animation environments based on graphic symbols were developed. Within the framework of the design-based research methodology, development studies were followed by revisions. Revision studies were conducted in line with the data obtained from the interviews and observation notes that continued throughout the practices. A content analysis was utilized to examine the data obtained through interview and observation. It has been determined that; in the animations each sentence should be presented clearly and it may be paused if necessary, minor details and the dormant objects in the background should be removed, animations of actions should be standardized, and fonts in animations should match the writing style used by the students in the animations. As a result of the study, a design guide for graphic symbols-based animations for D/HH were developed for the researchers in line with the acquired results

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Section: Introductionmentioning

confidence: 99%

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Şılbır¹,

Coşar

Kartal

et al. 2020

iejee

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“…En (Rudner et al, 2015) los autores determinan que las habilidades de alfabetización se pueden mejorar mediante la capacitación con el software Omega-is-d1, con un pequeño grupo de estudiantes de una escuela primaria estatal de Suecia para personas sordas y con problemas de audición. Omega-is-d1 es un programa de computador que ha demostrado ser efectivo en el apoyo a los niños durante su desarrollo de lectura.…”

Section: Introductionunclassified

Propuesta Tecnológica para el Mejoramiento de la Educación y la Inclusión Social en los Niños Sordos

2015

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ResumenEl objetivo del presente artículo es presentar una propuesta tecnológica que permita mejorar la inclusión social y la calidad de vida de los niños con discapacidad auditiva. La metodología utilizada se basó en el diseño y desarrollo de un dispositivo electrónico que facilita el aprendizaje autónomo de la lengua de señas colombiana y la comunicación con su entorno. Los principales resultados fueron la reducción en el tiempo de aprendizaje de la lengua de señas, el aumento de autonomía en el proceso de aprendizaje y el mejoramiento de la comunicación con su entorno familiar. Se concluye que la tecnología juega un papel importante y significativo en la reducción de la brecha existente en cuanto a la inclusión social de las personas con discapacidad auditiva. Palabras clave: discapacidad auditiva; aprendizaje; lengua de señas; autónomo, tecnología Technological Proposal for the Improvement of Education and Social Inclusion in the Deaf Children AbstractThe aim of this paper is to present a technology that improves social inclusion and quality of life of hearing impaired children. The methodology used was based on the design and development of an electronic device that facilitates the autonomous learning of sign language and communication with their environment. The main results were the reduction in learning time sign language, increasing autonomy in the learning process and improving communication with their families. It is concluded that technology plays an important and significant role in reducing the gap in terms of social inclusion of people with hearing impairment.

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“…RCPM (Raven & Raven, 1994) has been used in earlier research on similar populations (e.g., Jones, Gutierrez, & Ludlow, 2015;Rudner et al, 2015;Woolfe, Want, & Siegal, 2002), and is commonly used in practice with this population in Sweden. The RCPM is typically regarded as a valid screener of non-verbal cognitive ability (Nisbett et al, 2012).…”

Section: Tests Of Cognitionmentioning

confidence: 99%

“…In addition to a working memory task, a task tapping onto executive skills (i.e., inhibition; described in Rudner et al, 2015) was also included in the design (see Table 2). Due to unreliable results on this task it was not included in any of the papers.…”

Section: Tests Of Cognitionmentioning

confidence: 99%

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

Holmer¹

2016

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Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. Regional Special Needs Schools (RSNS) in Sweden have a bilingual curriculum, that is, DHH pupils at these schools learn Swedish Sign Language and written and/or spoken Swedish. The work in the present thesis investigates reading development in DHH children who attend these schools and who are learning to read. The primary aim of the present work was to investigate whether the reading skills of DHH signing children can be improved via computerized sign language based literacy training aimed at strengthening the connections between sign language and written language. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results indicate that sign language skills support developing reading skills in RSNS pupils (Paper I and Paper IV). In particular, sign language based literacy training appears to support development of word reading (Paper IV). In addition, awareness of the sublexical structure of sign language seems to assist word reading (Paper I). Interestingly, the ability to imitate manual gestures was related to reading skills. More specifically, precision of imitation of unfamiliar signs was associated with development of word reading (Paper IV) and precision of imitation of familiar signs, i.e., vocabulary, seemed to be associated with developing reading comprehension (Paper IV). Results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in RSNS pupils (Paper III). In addition to these findings relating to reading development, results also suggest that sign language experience enhance the establishment of representations of manual gestures (Paper II), and that progression in ToM seem to be typical, although delayed, in RSNS pupils who are learning to read (Paper III). Taken together, the associations revealed between sign language skills and reading development support the notion that sign language skills may provide a foundation for promotion of reading skills in DHH signing children. Thus, interventions that support development of sign-based representations and their manipulation and use in written language processing, may improve reading skills in this population. To account for the present findings, a model of written language processing is proposed. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development. SammanfattningEn god språklig förmåga bidrar till god läsutveckling, inte minst hos döva och hörselskadade barn. Specialpedagogiska skolmyndighetens specialskolor för döva och hörselskadade (D/H) barn har en tvåspråkig läroplan som innebär att elever på dessa skolor lär sig både svenskt teckenspråk och skriven och/eller talad svenska. De fyra arbeten som ingår i avhandlingen undersöker l...

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Training Literacy Skills through Sign Language

Cited by 89 publications

References 47 publications

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Graphic Symbol Based Interactive Animation Development Process for Deaf or Hard of Hearing Students

Propuesta Tecnológica para el Mejoramiento de la Educación y la Inclusión Social en los Niños Sordos

Signs for Developing Reading : Sign Language and Reading Development in Deaf and Hard-of-Hearing Children

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