Littérature scientifique sur le sujet « Reading writing, sign language, intramorphism »
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Articles de revues sur le sujet "Reading writing, sign language, intramorphism"
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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 language (SL) applications. The advances that are needed to further improve the effectiveness and efficiency of present reading and writing teaching techniques are further discussed, and a comparative survey conducted in this area is provided. The study explores the significance of Visual Phonics for D/HH as a motivating force for research in reading and writing taxonomies. The objective of this study is to propose a theoretical framework that can enhance and improve D/HH reading and writing skills.
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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 or style, and to comprehend more fully when attending the language. In other words, the Sign Language curriculum addresses the importance of developing the child’s Sign Language literacy. Traditionally, literacy is linked to reading and writing and for its learning the language curriculum sets five essential early literacy components: comprehension, phonological awareness, phonics, print convention knowledge and fluency. The paper discusses these components in support of Sign Language literacy as a verbal (non-print) form of literacy, based on a documental study among the Sign Language and indigenous curriculum.
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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’ 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, English reading and writing learning and teaching mode is constructed on the basis of new media.
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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 within his zone of proximal development, that is, it made it possible to provide him with writing assignments that he could learn to complete. With appropriate help and guidance from the teachers, the student himself actively acquired reading and writing skills, which he now uses independently for schoolwork and self-initiated writing activities, as well for as reading newspapers and closed-captioned television programs.
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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 answers. In total, the questionnaire was processed by 771 participants, 325 of whom are hearing Sign Language interpreters and 446 Deaf Sign Language users. The paper reports on how the data was collected among the Deaf participants including the use of Sign Language and Sign Language oriented Easy Language Plus in order to meet their communicative preferences. The paper is a contribution to the current efforts in Accessible Communication research to adapt methodology according to the participant’s communicative needs.
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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 proposal, we used the design thinking method, which includes the stages: empathize, define, devise, prototype. The low fidelity prototype was tested by an expert in LSM and teaching Spanish to deaf students. The results suggest that the activities are coherent and adequate for the Deaf user to appropriate the written words, and that the prototype has a clear flow.
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Amsler, Mark E. "Premodern Letters and Textual Consciousness." Historiographia Linguistica 37, no. 3 (2010): 279–319. http://dx.doi.org/10.1075/hl.37.3.01ams.
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Summary Modern linguistics textbooks devote little, if any, space to writing systems. Shifting our attention from naming precursors or proto-theories to reading earlier language study and linguistics as theorizing and description, the present paper explores ancient and early medieval concepts of the letter in terms of the semiotics of written language and the emergence of textual consciousness in manuscript culture. Early concepts and uses of the letter in alphabetic writing were ambiguous, multilayered, and occasionally contested, but they were not confused. Ancient and early medieval concepts of the letter were based on a semiotics of language and writing which connected spoken and visual signs as multimodal textual activity. Theories of the letter included: (a) the written character (gramma, littera) is a visual sign signifying a particular sound or group of sounds; (b) letters can function as arbitrary second-order signifying systems, such as numbers or diacritics; (c) different alphabets are rooted in the history of peoples although the Roman alphabet is a plastic medium for inscribing the emerging European vernaculars; (d) letters are material substances; (e) the written character is a mute sign; (f) the written character is imperfect or incomplete when detached from sound and the practice of reading aloud.
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Prinz, Philip M., and Keith E. Nelson. "“Alligator eats cookie”: Acquisition of writing and reading skills by deaf children using the microcomputer." Applied Psycholinguistics 6, no. 3 (1985): 283–306. http://dx.doi.org/10.1017/s0142716400006214.
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AbstractThis research investigated the effects of microcomputer technology on the acquisition of writing and reading skills in 32 deaf children between the ages of 3.2 and 8.5 years. The children used a special interface keyboard which builds in perceptual salience and animation of color pictures and graphic representations of signs from American Sign Language (ASL). The learning mechanism underlying this novel instructional system is responsive, interactional, and exploratory, reflective of the way in which most children acquire a first language. Results have demonstrated improvement in writing, reading, and general communication skills. These advances are attributed to exploratory learning -not solely programmed instruction – which allows the child to investigate at will the representation of various printed forms which relate to the child's own primary mode of communication.
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Melnikova, Irina. "Iconicity (of Reading). Lolita." Semiotika 16 (July 29, 2021): 24–65. http://dx.doi.org/10.15388/semiotika.2021.8.
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The paper focuses on the issue of iconicity of (printed) literary narrative and proposes the idea of iconic reading (or iconicity of reading). It discusses Peircean notion of iconic sign, examines its use within the field of iconicity studies in language and literature (Olga Fischer, Christina Ljungberg, Winfried Nöth, etc.), and considers the differences of paradigms in iconicity research: (1) iconicity as a permanent property of a sign; imitation pattern – form mimes meaning; (2) iconicity as a variable quality of a sign, actualized by the speaker; imitation pattern – form miming form; (3) iconicity as the ground of human thought and a function of a sign, actualized by the reader / reading. Consideration of the differences within the field of iconicity research helps to reveal the underestimated textual aspects that actualize iconic dimension of literary narrative, and inspires to examine their role in the analysis of Lolita by Vladimir Nabokov, precisely, its “Foreword” (both original English and Russian versions). The analysis of the fictional “Foreword”, which establishes the pattern of iconization of the novel as a whole, and inevitably includes the references to its “main” part, shows how the novel iconizes writing. Withal, the analysis demonstrates how this iconization configures the particular model of reading, which becomes the representamen of the specific cognitive icon. The mental representamen of this icon “stands for” the specific object – the text as the tangible media product, marked by the structural and discursive traits of its own. Respectively, such (cognitive) icon represents the pattern of mimetic relationship between form and meaning, introduced by Lars Elleström (2010), – meaning mimes form, worthy of further consideration.
Thèses sur le sujet "Reading writing, sign language, intramorphism"
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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 points of view an anti-nativist one, where a language is considered as the product of people, the result of conventions and social habits (Von Humboldt 1767-1835).
Here we are in the middle of Sapir-Whorf’s linguistically relativity theory, that asserts that cognitive development in every human being is influenced by his spoken language.
We can find a systemic and complex relationship between individual’s living, his ontological destiny, and his language, his communication habits.
The notions about transformation process is our theoretical point of view, studied by authors such as Jakobson, Vygotskij, Lakoff , Ricoeur.
Seinker’s second languages acquisiton theory has offered several hints to rationalize the intersemiotic passage, as a guiding light toward the intramorphic theory, namely toward to a method of translation forms and contents of a code , through the alteration of the simbolic system and the alteration of the susbstance that compose a system, in a dynamic process of interlinguistical different figures.
In 2013 a new didactical and educational perspective, named intramorphism has been worked out and towards that outlook this research has been thought out as a verifcation of some theoretical assumptions where some evidences allow to validate (or not) the same theory.
The sophistication of this subject has brought to act an integration of qualitative and quantitative approach.
The choice of a multiple case study (R.Yin, 2005) has satisfied our need to explain, where possible, an integrated educational action in a social and individual context, and respectful of deaf signing children language and identity specificity, and moreover flexible about theoretical premises and in its approach to daily teaching/learning practices.
We choose to put on the multiple case study method to deaf signing children, attending bilingual schools (Italian, sign language) repeating the intervention on every child with conflicting or similar results forecast.
The results prove the exactness in our hypothesis and in the method: strengthening writing and reading acquisition with and individual work on depth and on metacognitive consciousness in visual ‘intramorphical’ gears enables meaningful improvements in writing and reading skills in deaf children towards to standards.
Furthermore, we have carried out a pilot analysis in Ouagadougou, Burkina Faso- Africa, in “Centre Effatà L. Pavoni”, in a condition of extreme hardship that has been very important to the researcher and where the same methods, tools and procedures ran in Italy has been exploited.
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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 questions de société que l'écriture pose ainsi que son traitement épistémologique et les théories linguistiques dont elle est l'objet. L'examen de ce champ offre un éclairage particulier à la deuxième partie de cette étude, agencée autour des questions de didactique de l'écrit. Reposant sur un corpus constitué de cinq systèmes graphiques : l'idéographie chinoise, l'écriture consonantique arabe et les systèmes alphabétiques russe, roumain et français, cette étude analyse et compare les méthodes d'enseignement de la lecture et de l'écriture pour chacun d'entre eux et rend compte des spécificités de l'apprentissage de l'écrit en fonction du système considéré ainsi que des tendances majeures partagées d'un système à l'autre<br>Before being more specifically dedicated to the learning of writing, this thesis concentrates on an important part of the genesis and evolution of writing. It analyses the diverse states and forms of writing systems known since the great civilisations that originated them to our modern societies, and exposes various problems which form what we call here "the field of writing" : the invention of writing, its beginnings, its evolution in the myths and legends, the connections between the image and the language, the mechanics of this evolution, the questions of society that the written word poses to its treatment and the epistemological linguistic theories that it relates to. The examination of this field, particularly throws light on the second part of this study articulated around questions about the technicalities of writing. Based on a corpus made of five graphic systems - Chinese idiographic, Arabic consonantal writing and the Russian , Romanian and French alphabet systems, this study analyses and compares the teaching methods of reading and writing for each of them and supports the different learnings of writing in each system but also the important convergences shared from one system to an other
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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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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, having as it shows the tales of the works Doze reis e a
moca no labirinto do vento (2006): "The woman ramada", Uma ideia toda azul
(2006): "Beyond the frame", "Between the leaves of green ó" and "Yarn after yarn".
The general and specific objectives are to highlight and distinguish the
encompassing and generic scenes present in the narratives, to identify the nature of
the verbal sign in its relation to the nonverbal sign, and to analyze intertext
resources, paratext, among others, as an artistic procedure. The narrative plans are
approached, in which the characters are realized mimically, starting from the initial
assumption formulated by Dominique Maingueneau. Non-verbal language is an
invitation to read verbal language and vice versa. Both are associated with the signs
that are constructed through the textual writing: loom and fabric. They can be seen
now either explicitly or implicitly, and put in the service of a power that is realized by
the act of reading. Thus, in the narrative text, there are traces of a speech in which
the text is staged.<br>O texto traz a análise de aspectos do discurso literário como os processos de
construção das cenas e o universo mágico, em que se realizam as narrativas de
Marina Colasanti, tendo como mostra os contos das obras Doze reis e a moca no
labirinto do vento (2006): “A mulher ramada”, Uma ideia toda azul (2006): “Além do
bastidor”, “Entre as folhas do verde ó” e “Fio após fio”. Os objetivos geral e
específicos são destacar e distinguir as cenas englobante e genérica presentes nas
narrativas, identificar a natureza do signo verbal na sua relação com o signo não
verbal e analisar recursos de intertexto, paratexto, entre outros, como procedimento
artístico. Abordam-se os planos narrativos, nos quais se dá a realização dos
personagens mimeticamente, partindo do pressuposto inicial formulado por
Dominique Maingueneau. A linguagem não verbal é um convite à leitura da
linguagem verbal e vice-versa. Ambas se associam aos signos que se constroem
por meio da escritura textual: tear e tecido. Elas podem ser vistas ora de modo
explícito, ora implícito, e se colocam a serviço de um poder que se realiza pelo ato
de leitura. Assim, no texto narrativo, há rastros de um discurso em que o texto é
encenado.
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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 hearing impaired pupils education. Is given an idea of teaching in school subject Czech Language in Elementary schools for hearing impaired in history (1948 - 1990), in detail I analyze teaching materials used in that time. Current situation of teaching in school subject Czech Language is describe on the grounds of research probe realized in school year 2011/2012 on four selected elementary schools for hearing impaired in the Czech Republic. Results of observation are related to stated hypothesis and from them are deduced conclusions. Part of thesis is detailed notations of during the teaching in the selected schools. Closing part is focused on brief reflection of possibilities to make use of innovation in...
Livres sur le sujet "Reading writing, sign language, intramorphism"
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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 requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities.
 It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.
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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.
Trouver le texte intégralChapitres de livres sur le sujet "Reading writing, sign language, intramorphism"
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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 her inheritance changed: “I didn’t need to write in French anymore, I was going to paint in Arabic.” How does this dream constitute itself in Adnan’s poetry and painting? And how are readers to parse the sometimes unintelligible sign systems that result? This chapter will explore the geopolitical implications of Adnan’s “xenoglossic” poetics, which sporadically merges the mediums of writing and painting in folded leporello books, to contemplate how her practices of transcription and supralinguistic gesture enable us to revise reigning discursive categories of cultural nativity and solidarity, citizenship and statelessness.
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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 children progress at only a fraction of the rate of hearing peers in learning to read. Current data indicate that, on average, 18-year-old deaf students leaving high school have reached only a fourth to sixth grade level in reading skills. Only about 3 percent of those 18 year olds read at the same level as the average 18- year-old hearing reader, and more than 30 percent of deaf students leave school functionally illiterate (Traxler, 2000; Kelly, 1995; Waters & Doehring, 1990). At the same time, there are clearly many deaf adults and children who are excellent readers and excellent writers. How can we account for these differences? What are the implications for educators developing English curricula for deaf students? To answer these questions, we first need to consider what is meant by literacy—that is, what is it we are asking students to acquire? Then, we have to understand how deaf students read, at both descriptive and procedural levels. In this chap ter, we consider only literacy relating to print materials (reading and writing); other possibilities will be considered in chapter 9. But is the question whether deaf students read well enough to fulfill the needs and expectations of their teachers? Is it important to know how well various subgroups of deaf learners read compared to each other? Or, do we want to know how well deaf students read, as a group, compared to hearing students of the same age?
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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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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 culture, such as the tattoo, to calligraphy and the language of the Koran, from the body to the text and beyond – including storytelling, mosaics, urban space, textiles. His readings reveal the intersemiotic and polysemic meanings created in the movements of these migrant signs between their sign systems. For Khatibi, this ‘infinity’ of the ‘text’ is linked also to a mobile and migrant identity refracted in the multifaceted surfaces of the crystal (hence the title of the essay – ‘Le Cristal du Texte’) rather than in one reflection as in a mirror. Moving from these concerns of Khatibi with which he develops his radical theory of the sign, of the word and of writing, the chapter goes on to propose new readings of a selection of other writers with a shared, but varied, relationship to their Islamic heritage. These are writers working with and through that heritage – and importantly, as for Khatibi, including the Sufi heritage – and whose writing is also resonant with Khatibi’s intersemiotic theoretical and cultural project concerned with the individual and the collective, the historical and the contemporary, the political, the social and the linguistic.