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Video Technology-mediated Literacy P...

Zernovoj, Alexander.

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Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education./
作者:	Zernovoj, Alexander.
面頁冊數:	268 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3705462
ISBN:	9781321785548

Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education.
Zernovoj, Alexander.

Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education. - 268 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ed.D.)--University of California, San Diego, 2015.

This item must not be sold to any third party vendors.

Helping all students achieve literacy is viewed by many as a fundamental -- perhaps, the most fundamental -- goal of education in the United States. Achieving literacy, specifically for Deaf bilingual students, has been an ongoing main focus of deaf education. There is a trend toward the use of video technology as a learning tool for Deaf bilingual students' American Sign Language (ASL) language and literacy development (Humphries, 2013).

ISBN: 9781321785548Subjects--Topical Terms:

2122778
Bilingual education.

Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education.
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245 1 0 $a Video Technology-mediated Literacy Practices in American Sign Language (ASL): A Study of an Innovative ASL/English Bilingual Approach to Deaf Education.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Tom Humphries.
502 $a Thesis (Ed.D.)--University of California, San Diego, 2015.
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520 $a Helping all students achieve literacy is viewed by many as a fundamental -- perhaps, the most fundamental -- goal of education in the United States. Achieving literacy, specifically for Deaf bilingual students, has been an ongoing main focus of deaf education. There is a trend toward the use of video technology as a learning tool for Deaf bilingual students' American Sign Language (ASL) language and literacy development (Humphries, 2013).
520 $a The purpose of this mixed methods study was to investigate the ASL literacy practices in which Deaf bilingual high school students engage in three different types of ASL literacy skills during video viewing and discussion of ASL videotexts in their language arts classes. The study is based on the theoretical underpinning focusing on the nature of Deaf bilingual students' multiliteracies (New London Group, 2000) and the relationship between their ASL and English literacy skills (Cummins, 2006). The study included 18 Deaf bilingual high school students and their two language arts teachers. The Deaf bilingual students' ASL and English assessment scores were collected, and their video viewing and discussion activities were videorecorded over two periods of observation. The videorecordings were transcribed and coded to discover patterns of Deaf students engaging in functional, cultural and critical literacy skills. Correlation and regression analyses were employed to find the relationship between the students' ASL and English literacy skills as well as the relationship between their literacy skills and their average percentages of utterances for each type of ASL literacy.
520 $a The first finding was Deaf students' ASL and English proficiencies appear to dictate the nature, complexities and patterns of their ASL literacy-related utterances. The second finding was contexts appear to influence the nature and patterns of Deaf students' ASL literacy-related utterances. The third finding was that there is a statistically significant relationship between the Deaf students' ASL and English test scores, and also between these test scores and their proportional percentages of different types of ASL literacy-related utterances observed in their classes. These findings suggest that the ASL video viewing and discussion activities create opportunities for the Deaf bilingual students to develop and use their ASL literacy skills.
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