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Sequential Recall and American Sign Language: A Look at LOT
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Hamilton, Harley – Sign Language Studies, 2017
This article investigates the sequential recall of manual alphabet letters by signing deaf adolescents under two presentation conditions: fingerspelling and the listing and ordering technique (LOT) of American Sign Language. Fingerspelling presents each letter in a manner similar to the spelling of spoken words: A letter is produced and then is no…
Descriptors: Sequential Approach, Recall (Psychology), American Sign Language, Alphabets
What Can Reduce Letter Migrations in Letter Position Dyslexia?
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Friedmann, Naama; Rahamim, Einav – Journal of Research in Reading, 2014
Letter position dyslexia (LPD) is a peripheral dyslexia that causes errors of letter position within words, such as reading "cloud" as "could." In this study, we assessed the effect of various display manipulations and reading methods on the reading of 10 Hebrew readers with developmental LPD. These manipulations included…
Descriptors: Dyslexia, Alphabets, Semitic Languages, Finger Spelling
ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children
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Allen, Thomas E. – Sign Language Studies, 2015
This article reports on a correlational study of language and home factors and their role in fostering the development of alphabetic knowledge among a national sample of 3-, 4-, and 5-year-old deaf children. A structural equation model was constructed and tested in an examination of the combined impacts of student age, finger-spelling ability, and…
Descriptors: American Sign Language, Finger Spelling, Family Environment, Interpersonal Communication
Linguistic Coding by Deaf Children in Relation to Beginning Reading Success.
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Hanson, Vicki, L.; And Others – Journal of Experimental Child Psychology, 1984
Coding of printed letters in a task of consonant recall was examined in relation to the level of success of prelingually and profoundly deaf young children. Results indicated that the success of good readers appears to be related to their ability to establish and make use of linguistically recoded representations of the language. (Author/CI)
Descriptors: Alphabets, American Sign Language, Consonants, Deafness