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This study aims to determine the effectiveness of implementing a multilayer model in lesson plan (LP) to increase the vocabulary knowledge of deaf students. This study is single-subject research with an A-B-A design (baseline-intervention-maintenance). The intervention instrument used was a LP that consisted of four units, each containing four word...
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... Furthermore, Alawad and Musyoka [29] conducted a review study on the journal articles on the use of chaining to support the vocabulary and literacy development of deaf students. The review included written English, empirical articles that were published in peer-reviewed journals after 2005, whereby a total of eleven articles were reviewed. ...
... The results predict that a good number of deaf pupils were doing well as far as generating meaning from short sentences is concern. This is supported by [29] who show that, the use of chaining strategy support reading development among bilingual deaf students. The findings are also in-line with [32] whose study showed that, deaf preferred the use of chaining strategy because it supported them to comprehend better. ...
Comprehension among deaf pupils in Tanzania has been a persisting problem for decades. Interesting enough, deaf pupils in the country have been attending primary education for ten years whereby chaining strategy has been a common strategy for teaching them reading skills. Despite the use of chaining strategy which is being promoted by different scholars in the world as a strongest strategy in promoting reading skill, still, deaf graduate with poor reading ability. Thus, the current study intended to find out the usefulness of chaining strategy in developing language comprehension among deaf pupils in Tanzania. The study was conducted in four special primary schools for deaf from Dare es Salaam, Njombe, Kagera and Tabora and was guided by the theory of simple view of reading and (VARK) model. It employed mixed research approach with a convergent research design. In-depth interview and a five Likert scale questionnaire were used to collect data from 20 teachers, while test as well as observation were employed in collecting data from 162 deaf pupils. Data were analyzed through descriptive, simple linear regression and content analysis. It was revealed that chaining strategy had significant contribution in developing deaf pupils’ ability of generating meaning from individual words (p = .000) and short sentences (p = .002). On the other side, chaining strategy had insignificant influence in developing deaf pupils’ ability of generating meaning from long sentences (p = .672) and reading texts without challenges (p = .089). The conclusion drawn from the findings was that, chaining strategy does not guarantee the development of language comprehension among deaf pupils, unless extra innovations are done. It was recommended that, deaf need to be identified and exposed to sign language in early ages, also early grade teachers need to be competent in sign language.
... As the manual alphabet commonly involves a limited set of handshapes, it is comparatively easier to learn than regular signs [185]. In deaf education, teachers use various fingerspelling-based tools to develop literacy skills for deaf students [10,186]. In principle, any word in a spoken language can be represented in its manual form with a manual alphabet [185]. ...
... The output labels include the English alphabet plus the few special symbols, <space>, ', &, ., @, as well as the blank symbol for CTC. 6,7,8,9,10,12,14,16,18,20,24,32,40,60 ...
Sign language, which conveys meaning through gestures, is the chief means of communication among deaf people. Recognizing sign language in natural settings presents significant challenges due to factors such as lighting, background clutter, and variations in signer characteristics. In this thesis, I study automatic sign language processing in the wild, using signing videos collected from the Internet. This thesis contributes new datasets, tasks, and methods. Most chapters of this thesis address tasks related to fingerspelling, an important component of sign language and yet has not been studied widely by prior work. I present three new large-scale ASL datasets in the wild: ChicagoFSWild, ChicagoFSWild+, and OpenASL. Using ChicagoFSWild and ChicagoFSWild+, I address fingerspelling recognition, which consists of transcribing fingerspelling sequences into text. I propose an end-to-end approach based on iterative attention that allows recognition from a raw video without explicit hand detection. I further show that using a Conformer-based network jointly modeling handshape and mouthing can bring performance close to that of humans. Next, I propose two tasks for building real-world fingerspelling-based applications: fingerspelling detection and search. For fingerspelling detection, I introduce a suite of evaluation metrics and a new detection model via multi-task training. To address the problem of searching for fingerspelled keywords in raw sign language videos, we propose a novel method that jointly localizes and matches fingerspelling segments to text. Finally, I will describe a benchmark for large-vocabulary open-domain sign language translation based on OpenASL. To address the challenges of sign language translation in realistic settings, we propose a set of techniques including sign search as a pretext task for pre-training and fusion of mouthing and handshape features.
... Alawad and Musyoka 2018;Emmorey and Petrich 2012;Harris and Beech 1998;Haptonstall-Nykaza and Schick 2007;Lederberg et al. 2019;Morere and Koo 2012;Ormel et al. 2022a;Padden and Hanson 2000; Ramsey 1998, 2000;Puente et al. 2006;Sehyr and Emmorey 2022;Stone et al. 2015;Treiman and Hirsh-Pasek 1983; for review seeMorere and Roberts 2012). In fact, both ...
Fingerspelling is a critical component of many sign languages. This manual representation of orthographic code is one key way in which signers engage in translanguaging, drawing from all of their linguistic and semiotic resources to support communication. Translanguaging in bimodal bilinguals is unique because it involves drawing from languages in different modalities, namely a signed language like American Sign Language and a spoken language like English (or its written form). Fingerspelling can be seen as a unique product of the unified linguistic system that translanguaging theories purport, as it blends features of both sign and print. The goals of this paper are twofold: to integrate existing research on fingerspelling in order to characterize it as a cognitive-linguistic phenomenon and to discuss the role of fingerspelling in translanguaging and communication. We will first review and synthesize research from linguistics and cognitive neuroscience to summarize our current understanding of fingerspelling, its production, comprehension, and acquisition. We will then discuss how fingerspelling relates to translanguaging theories and how it can be incorporated into translanguaging practices to support literacy and other communication goals.
... Two other studies (Akamatsu, 1982;Padden, 2006) found a correlation between children of families who use ASL and fingerspelling in the home and their improved reading ability. Aside from improving reading skills, three studies explored the importance of fingerspelling in reading fluency among Deaf bilinguals (Alawad & Musyoka, 2018;Baker, 2010;Puente et al., 2006). Accordingly, the cognitive and cross-linguistic mechanisms that allow the mapping of a visual-manual language into a sound-based language topic for research have yet to be investigated; therefore, Stone focused on these factors and confirmed that reading proficiency may be strengthened by the relationships among sign language, fingerspelling, and orthography. ...
The role of fingerspelling as to its unique features, its use, and its function in the culture and education of the Saudi Deaf population has not been examined. Specifically, this study focuses on assessing historical and existing attitudes and beliefs of Saudi Deaf people regarding the importance of fingerspelling and situations in which they use it. While currently, a disparity exists between the attitudes and beliefs of younger, somewhat more progressive Deaf people and those of their more traditional elders, and the obvious necessity of the acceptance and use of the fingerspelling in Saudi Arabian Deaf daily life and education.
... Two other studies (Akamatsu, 1982;Padden, 2006) found a correlation between children of families who use ASL and fingerspelling in the home and their improved reading ability. Aside from improving reading skills, three studies explored the importance of fingerspelling in reading fluency among Deaf bilinguals (Alawad & Musyoka, 2018;Baker, 2010;Puente et al., 2006). Accordingly, the cognitive and cross-linguistic mechanisms that allow the mapping of a visual-manual language into a sound-based language topic for research have yet to be investigated; therefore, Stone focused on these factors and confirmed that reading proficiency may be strengthened by the relationships among sign language, fingerspelling, and orthography. ...
In the researchers collective 50 years of classroom teaching of deaf students, they have observed the difficulties Saudi Arabian deaf students have with literacy. Thus, the researchers wanted to collect the beliefs, methods and materials of practicing teachers working with deaf students in order to provide a fuller description so training needs can be identified and implemented.
Children with hearing impairment or deafness often face difficulties in spelling and reading. This research aims to develop a program that translates Thai fingerspelling sign language into Thai consonants. The objective is to use this program as a teaching tool to help children with hearing impairment understand and learn the Thai language more easily. The program created is a utilization of Artificial Intelligence (AI) techniques, where the program captures real-time hand gesture images in fingerspelling sign language and then translates the results into Thai consonants. It enables them to accurately create hand signs and makes the learning process more engaging and interesting. The program development begins with Hand Detection algorithm, which involves detecting the positions of 21 landmarks on the hand after using image processing techniques. After that, the hand gesture images for all the Thai consonants are captured and saved to be used as ground truth datasets. Next, the ground truth datasets are fed into the machine learning process to create a trained model. This enables the program to match the hand gesture images accurately with the correct consonant flashcards, using Google’s Teachable Machine. The results of testing the program revealed that the program has an average accuracy of 79.50%. The program was deployed with 12 users, consisting of 2 teachers and 10 elementary school students from Setsatian School for the Deaf under the Royal Patronage of His Royal Highness Crown Prince Maha Vajiralongkorn. After conducting the user satisfaction survey and applying statistical analysis methods, the results revealed an overall satisfaction rating of “very satisfactory,” scoring 83.80% across all aspects. The program developed can be used as a teaching aid for children with hearing impairments to facilitate their learning and academic progress.
Unawareness of the graphic representation of every alphabet students with hearing impaired needs some intervention strategy to develop their literacy skills. Using accommodations and modifications help the hearing-impaired students to find out within the general education classroom. Students with hearing losses need some special accommodations and modifications to possess access to the instruction which are employed in developing reading and writing skills. Finger spelling is an integral part of development of reading and writing skills among students with impairment. The aim of the study is to assess the effectiveness of Tamil finger spelling for developing writing skills among students with handicap. Totally 30 hearing impaired students who are studying primary and upper primary were selected as sample. Quasi experimental without control group was adapted. The findings showed that the utilization of finger spelling which helps the hearing impaired for his or her vocabulary and literacy development
