Deaf Children's Engagement with American Sign Language-English Bilingual Storybook Apps

Autor/inn/en	Herzig, Melissa; Allen, Thomas E.
Titel	Deaf Children's Engagement with American Sign Language-English Bilingual Storybook Apps
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 1, S.53-67 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herzig, Melissa) ORCID (Allen, Thomas E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac032
Schlagwörter	Deafness; American Sign Language; Vocabulary Skills; Computer Software; English (Second Language); Second Language Learning; Bilingualism; Reading Ability; Correlation; Learner Engagement; Narration; Story Reading; Handheld Devices; Computer Assisted Instruction; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Aktiver Wortschatz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Reading competence; Lesekompetenz; Korrelation; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	Design features of American Sign Language (ASL)-English bilingual storybook apps on the tablet computers, based on learning research, are intended to facilitate independent and interactive learning of English print literacy and of ASL skill among young learners. In 2013, the Science of Learning Center on Visual Language and Visual Learning introduced the first in a series of storybook apps for the iPad based on literacy and reading research. The current study, employing a sample of signing deaf children examined children's self-motivated engagement with the various design features presented in the earliest of the apps, "The Baobab," and analyzed the relationships of engagement with ASL skill and age of first exposure to ASL, ASL narrative ability, and grade-appropriate English reading ability. Results indicated a robust level of engagement with the app, and a relationship between app pages specifically targeting reading and early exposure and skill levels in ASL. No evidence of relationships between narrative and vocabulary skills and app reading engagement was found. Topics for future research, and strategies for app improvement are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01