Bibliographies thématiques / Reading writing, sign language, intramorphism

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Littérature scientifique sur le sujet « Reading writing, sign language, intramorphism »

Auteur : Grafiati

Publié le 9 mars 2023

Mis à jour le 31 juillet 2025

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Articles de revues sur le sujet "Reading writing, sign language, intramorphism"

Abdulghafoor, Maath S., Azlina Ahmad, and Jiung-Yao Huang. "Literacy Sign Language Application Using Visual Phonics." International Journal of Web-Based Learning and Teaching Technologies 10, no. 4 (2015): 1–18. http://dx.doi.org/10.4018/ijwltt.2015100101.

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Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and propose a theoretical framework that can enhance and improve these skills. This paper provides an introduction on D/HH education, including tools and challenges, an analysis of existing literature related to D/HH education applications, and sign lang

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McCarty, Amy L. "Notation Systems for Reading and Writing Sign Language." Analysis of Verbal Behavior 20, no. 1 (2004): 129–34. http://dx.doi.org/10.1007/bf03392999.

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Mertzani, Maria. "SIGN LANGUAGE LITERACY IN THE SIGN LANGUAGE CURRICULUM." Momento - Diálogos em Educação 31, no. 02 (2022): 449–74. http://dx.doi.org/10.14295/momento.v31i02.14504.

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The Sign Language curriculum is a contemporary development which few countries have officially implemented to teach a national standard Sign Language as a first language (L1) and/or mother tongue in the school grades. In these, Sign Language is a mandatory unit, which the deaf child needs to study and develop metalinguistically, as is the case in learning spoken languages as L1. A Sign Language as a metalanguage also means that the curriculum teaches explicit linguistic knowledge for the child to understand gradually how SL functions in different contexts, to make effective choices for meaning

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Xu, Bo. "Constructing English Reading and Writing Learning and Teaching Mode for Senior High Hearing Impaired Students and Teachers on the Basis of New Media." English Language Teaching 11, no. 10 (2018): 113. http://dx.doi.org/10.5539/elt.v11n10p113.

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New media is widely used in English teaching and learning, special education, in particular. In the new settings, hearing impaired students&rsquo; learning features are individualized learning style, visual-based learning mode, weakness in understanding and laziness in learning. It is easy for hearing impaired students to learn English via micro course of American Sign Language, English reading and writing. Students learning process is divided into three stages: pre-class: micro-course learning; while-class: cooperative learning in groups; post-class: extensive reading for writing. Finally

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von Tetzchner, Stephen, Stein Olav Rogne, and Marion K. Lilleeng. "Literacy Intervention for a Deaf Child with Severe Reading Disorder." Journal of Literacy Research 29, no. 1 (1997): 25–46. http://dx.doi.org/10.1080/10862969709547948.

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The case study of a Norwegian deaf boy with severe reading disorder is described. In spite of average and above-average performance on standardized tests, adequate motivation, and the fact that the reading instruction was adapted to the signing environment of the deaf students, on entering the 5th grade at 11 years of age, the boy was functionally illiterate. A holistic approach to writing instruction was initiated, based on process-oriented writing, Norwegian sign language, drawings, and word processing augmented with a word prediction system called PAL. This approach managed to get writing w

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Cardoso Junior, Waldemar dos Santos. "O uso da Libras nas aulas de Português como Segunda Língua para surdos." Letras & Letras 37, no. 2 (2021): 127–43. https://doi.org/10.14393/ll63-v37n2-2021-07.

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Research on Libras (Brazilian Sign Language) has revealed little evidence about its pedagogical implications for the reading and writing of Portuguese as a second language amongst the deaf. The present qualitative study presents linguistic aspects of sign language. More specifically, it reflects both upon the use of it in the teaching of Portuguese as a second language and upon the practice of using Libras in Portuguese classes on corruption in Brazil for deaf learners in the Outreach and Extension Project “Oficina de Leitura e Escrita de Português para Surdos” (Portuguese Reading and Writing

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Sofian, Hadi, and Ismiati. "Writing as The Highest Level Of Civilization (An Analysis Study on the Writing History and Language Component)." Madani: Jurnal Ilmiah Multidisiplin 2, no. 4 (2023): 73–84. https://doi.org/10.5281/zenodo.7932562.

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This paper written with an intention of exploring point of view on how writing being the fundamental level of civilization. By recognizing the writing element since the history, marked the developing and advancing level of human being in utilized the facilities to build communication each other through skills. On the other hand, this paper is library research as the for the analysis study related to the subject or component of language writing. Such as history <em>(tarîkh) </em>as a sign of the birth of the historical era, which ended prehistoric times, marked by the development of writi

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Maaß, Laura Marie. "Researching relations between hearing Sign Language interpreters and their deaf clients: Methodological considerations on empirical data collection with prelingually Deaf participants." Linguistik Online 118, no. 6 (2022): 99–111. http://dx.doi.org/10.13092/lo.118.9106.

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The present paper discusses necessary adaptations in research methodology to include Deaf Sign Language users in a survey on Sign Language interpreting. Prelingually Deaf Sign Language users have, on average, lower literacy levels than their hearing counterparts. Many of them disfavour reading and writing texts and prefer to be addressed with, and communicate in Sign Language. The present paper reports on a survey among hearing Sign Language interpreters and Deaf Sign Language users that included qualitative expert interviews and a questionnaire with multiple choice as well as free text answer

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Santollo-Vargas, Paola L., Laura S. Gaytán-Lugo, Silvia B. Fajardo-Flores, and Pedro C. Santana-Mancilla. "Design of interactive literacy activities for Deaf people on mobile devices." Avances en Interacción Humano-Computadora, no. 1 (November 30, 2021): 22. http://dx.doi.org/10.47756/aihc.y6i1.81.

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Reading and writing are daily communicative activities for our integration in society. For Deaf people, whose first language is sign language, these skills result complicated. In Mexico, there is a high percentage of Deaf people who have not acquired these skills, mainly due to the lack of trained personnel and educational guidance. Our proposal aims to design a mobile application with basic exercises to support the learning of reading and writing skills for the Deaf, using as a starting point their knowledge of the words in Mexican Sign Language (LSM, in Spanish). For the development of the p

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Mayberry, Susan Neal. "Inside/Outdoor Sign Savvy in Morrison’s “Recitatif” and Paradise." South Central Review 41, no. 1 (2024): 46–63. http://dx.doi.org/10.1353/scr.2024.a926132.

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Abstract: In her 1993 Nobel Lecture in Literature , Toni Morrison asserts: “We die. That may be the meaning of life. But we do language. That may be the measure of our lives” (22). The Dancing Mind (1996), her extended meditation on the art of reading and writing, laments language proficiency as an imperiled survival skill. A Mercy ’s (2008) Florens confirms, however, that locating “[w] hich is the true reading” matters less than the reading itself since language itself is “a way” (139). If we adopt a neo-domestic/eco-critical approach, we not only address Morrison’s disparagement toward a sta

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Thèses sur le sujet "Reading writing, sign language, intramorphism"

CELO, PIETRO. "La scrittura come traduzione; proposta di un metodo per l’apprendimento della lettura e della scrittura in bambini sordi segnanti." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2016. http://hdl.handle.net/10281/105151.

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Our analysis core is the study of the issues occurring in deaf signing children, using Italian Signing Language (LIS), during reading and writing learning process. Our reflections originate from practices (G.Mialaret, 1986), facts and from experimental actions and their aim is to better understand this educational issue: the relationship among words, signs and writing, between fingerspelling alphabet and writing, between a tridimensional cinematic language and writing bidimensional linearity . The researcher has been guided by a thread starting from a universalistic perspective, or for some

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Guritanu, Elena. "Types d'écriture et apprentissage." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB217/document.

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Avant d'être plus spécifiquement dédiée à l'apprentissage de l'écrit, cette thèse consacre une importante partie à la genèse et à l'évolution de l'écriture. Elle sonde les divers états et formes que les systèmes d'écriture ont connus depuis les grandes civilisations qui les virent naître jusqu'à nos sociétés modernes et aborde un ensemble de problématiques qui forment ce que nous nommons ici "le champ de l'écriture : l'invention de l'écriture, ses prémices, son récit dans les mythes et légendes, les liens qu'elle entretient avec l'image et la langue, les mécanismes de son évolution, les questi

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Costa, Ivonete Ferreira da. "INTERTEXTUALIZAÇÃO NA OBRA DE MARINA COLASANTI: O TEAR E O TECIDO." Pontifícia Universidade Católica de Goiás, 2016. http://tede2.pucgoias.edu.br:8080/handle/tede/3563.

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Submitted by admin tede (tede@pucgoias.edu.br) on 2016-12-12T17:45:59Z No. of bitstreams: 1 IVONETE FERREIRA DA COSTA.pdf: 1144206 bytes, checksum: 112aea88b52fbaed3f56007447beaf47 (MD5)<br>Made available in DSpace on 2016-12-12T17:46:00Z (GMT). No. of bitstreams: 1 IVONETE FERREIRA DA COSTA.pdf: 1144206 bytes, checksum: 112aea88b52fbaed3f56007447beaf47 (MD5) Previous issue date: 2016-03-23<br>The text brings the analysis of aspects of the literary discourse as the processes of construction of the scenes and the magical universe, in which the narratives of Marina Colasanti are realized, ha

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Fuková, Veronika. "Výuka českého jazyka v 1. - 3. ročníku základních škol pro sluchově postižené - popis současného stavu a možnosti inovace." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-321018.

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This thesis is focused on problems of teaching in school subject Czech Language in 1 - 3 grade of elementary schools for hearing impaired. The whole issue is put into the theoretical framework, which delimit specify of hearing impaired pupils education and the goals which this pupils should achieve in elementary education and primarily in language education too. Special attention is paid to problems of teaching reading and writing - ways to acquiring reading literacy in hearing impaired pupils. Presented are methods of teaching reading and writing and I am thinking about their applicability in

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Livres sur le sujet "Reading writing, sign language, intramorphism"

Heisig, James W. Remembering the kana: A guide to reading and writing the Japanese syllabaries in 3 hours each ; part one hiragana, part two katakana. 3rd ed. University of Hawai'i Press, 2007.

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Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities.  It meets the modern req

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Morsbach, Helmut, Kazue Kurebayashi, and James W. Heisig. Remembering the Kana: A Guide to Reading and Writing the Japanese Syllabaries in 3 Hours Each (Manoa). 3rd ed. University of Hawaii Press, 2007.

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Chapitres de livres sur le sujet "Reading writing, sign language, intramorphism"

Scappettone, Jennifer. "‘Fog is My Land’: A Citizenship of Mutual Estrangement in the Painted Books of Etel Adnan." In Reading Experimental Writing. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474440387.003.0002.

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In a 1989 essay titled “To Write in a Foreign Language,” Etel Adnan describes the trajectory of her relationship to Arabic, a language associated with shame and sin in the context of her French convent education in Beirut, but which her Syrian father had her copy by rote from an Arabic-Turkish grammar as a desperate means of recuperation. Her family’s common languages were Turkish and French; Adnan acquired knowledge of Arabic writing through a channel more somatic than semantic. During the Algerian war of independence, when a dream of Arab unity emerged, Adnan’s attitude to the languages of h

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Marschark, Marc, Harry G. Lang, and John A. Albertini. "Reading, Writing, and Literacy." In Educating Deaf Students. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780195310702.003.0013.

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Language is an essential component of normal development and a means for discovering the world. As we have seen, however, deaf children frequently do not have full access to communication until they have passed the most important ages for language acquisition. Parents and educators of young deaf students thus often struggle to find a balance between fostering effective early communication skills, which research has shown is usually best achieved through sign language, and the provision of English skills needed for literacy and academic success. Despite decades of concerted effort, most deaf ch

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Lin, Yi-Li, and Fang-Huai Ku. "Reading and Writing Instruction for Young Deaf Children Using Taiwan Sign Language." In Literacy and Deaf Education. Gallaudet University Press, 2020. http://dx.doi.org/10.2307/j.ctv2rcnn11.20.

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Pinto, Jorge Manuel Ferreira. "A Língua Gestual Portuguesa na educação de surdos: um olhar sobre a política e a prática bilingue." In Portuguese Sign Language and other sign languages: Studies on morphosyntax, semantics and lexicon. CLUP/FLUP; InED/ESE-P.PORTO; FCSE/UCP, 2024. https://doi.org/10.21747/978-989-9193-50-5/pora8.

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This paper presents the foundations of the bilingual model in the education of Deaf students in Portugal, highlighting the importance of Portuguese Sign Language as the first language and Portuguese as the second language. We refer some properties of Portuguese Sign Language and its brief history; we address the changes in educational policies followed in Portugal having as background the two main conceptual models of deafness, the clinical model and the sociocultural model. We discuss the potential of the bilingual model in the psychosocial, cognitive and linguistic development of Deaf studen

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Feriani, Rim, Jasmina Bolfek-Radovani, and Debra Kelly. "Reading Signs and Symbols with Abdelkébir Khatibi." In Abdelkébir Khatibi. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789622331.003.0011.

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This chapter considers the ways in which Khatibi’s practices of reading contribute to theories of meaning through his thinking on the deciphering of signs and symbols and of making sense of the world, and of the worlds of the text, in their multifaceted forms. It takes as its starting point what Khatibi terms, in his introductory essay ‘Le Cristal du Texte’ in La Bessure du Nom propre, ‘l’intersémiotique’, migrant signs which move between one sign system and another. Khatibi takes as his own project examples from semiotic systems found within Arabic and Islamic cultures, from both popular cult

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Oviedo, Alejandro, Sophie Wintrich, and Susanne Susanne. "The Teaching of Gestural Communication as a Didactic Tool to Address Social Inclusion." In Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.ft.1.2024.4.

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This text is an accompanying reading for the ESP (English for Specific Purposes) curriculum produced under the IN-COMM GUIDE project (Erasmus+, 2022–2023). The text is for those teaching courses derived from the curriculum, which aims to enhance communicative skills through methods developed from 1) travel writing, 2) nonverbal communication and 3) movement. A complementary objective of the curriculum is to sensitize students towards inclusion. In this text points 2 and 4 are thematized, initially through a review of the specialized literature on gestures, sign languages and intercultural as w

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Actes de conférences sur le sujet "Reading writing, sign language, intramorphism"

Farayola, Olarinde, Dastyni Loksa, and Jinjuan Feng. "Unraveling Interaction Challenges for Deaf and Hard-of-Hearing Users: An Exploration of Digital Content and Interfaces Accessibility." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004623.

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Efficient engagement with ubiquitous digital content and interfaces presupposes a profound level of reading comprehension, a potential impediment for users within the deaf and hard-of-hearing community. Existing literature demonstrates a correlation between diminished reading comprehension and deafness [1, 3], accentuating the formidable barriers faced by this demographic in accessing and understanding digital content and navigating an increasingly digital world. Despite decades of efforts to enhance digital accessibility for all users, limited research has focused on the specific challenges c

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