ASL Handshape Stories, Word Recognition and Signing Deaf Readers: An Exploratory Study

Autor/in	Gietz, Merrilee R.
Titel	ASL Handshape Stories, Word Recognition and Signing Deaf Readers: An Exploratory Study
Quelle	(2013), (164 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lamar University - Beaumont
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3033-6094-7
Schlagwörter	Hochschulschrift; Dissertation; Deafness; American Sign Language; Word Recognition; Case Studies; Teaching Methods; Children; Public Schools; Intervention; Self Contained Classrooms; Story Telling; Printed Materials; English; Video Technology; Technology Uses in Education; Translation; Sentences; Story Grammar; Pretests Posttests; Instructional Effectiveness; Bilingualism; Reading Instruction + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gehörlosigkeit; Taubstummheit; Worterkennung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Public school; Öffentliche Schule; English language; Englisch; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sentence analysis; Satzanalyse; Unterrichtserfolg; Bilingualismus; Leseunterricht
Abstract	The effectiveness of using American Sign Language (ASL) handshape stories to teach word recognition in whole stories using a descriptive case study approach was explored. Four profoundly deaf children ages 7 to 8, enrolled in a self-contained deaf education classroom in a public school in the south participated in the story time five-week intervention. The teacher utilized a total communication philosophy. For this five-week, 30 minutes per day, meaning-based, whole story intervention, the researcher developed 31 stories presented in both English print and signed in ASL on a DVD. Accompanying each of 31 stories on the DVD was a PowerPoint lesson that provided a line-by-line translation of the story with ASL expansions and fingerspelling for targeted words. Each story was 8 to 10 sentences, followed a simplified story grammar, McCormick & Mason's (1990) design for emergent reading primers, and contained words from Johns (1997) Reading Inventory. Group 1 stories (ASL-NHR) had no ASL handshape rhyme. Group 2 stories (ASL-HR) had handshape rhyme and Group 3 stories (ASL-EWF) had its English equivalent using word families. Children were assessed with a pretest of the 168 words (Johns, 1997), and then assessed with a posttest after each story. All children made gains in word recognition abilities with all stories with a slight increase in word recognition scores with the ASL stories with handshape rhyme. The data is interpreted using theories of sign bilingualism and the Cognitive and Interactive view of reading. Recommendations are made for future research and practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01