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Results for “Manual Communication”

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At least 343 records · Page 19Linked to original sources
PubMed1979

Sign language aphasia in a non-deaf-mute.

A 19-year-old left-handed man, who was raised by deaf-mute parents and learned sign language concurrently with normal speech, sustained a traumatic cerebral contusion. He subsequently had no evidence of apraxic, visual-spatial, or sensorimotor deficits of the left limbs with which he was accustomed to use signs. Globally aphasic with a dense right hemiparesis, he initially recovered sign language to a greater degree than spoken language with a reversal on follow-up observations. Receptive skills improved to a greater degree than expressive skills with no marked difference between verbal and sign language, but with natural signs better preserved than finger spelling.

Adult↗
PubMed1982

Management of bilateral acoustic tumors.

Bilateral acoustic tumors, often felt to represent a central form of von Recklinghausen's disease, pose a particularly challenging problem to the otologist. This retrospective study reviews the evaluation and surgical results in 15 patients with bilateral acoustic tumors from whom 23 tumors were removed. Early diagnosis can be achieved by clinical awareness of the disease, thorough radiologic evaluation, and appropriate family screening. Total tumor removal with preservation of hearing is usually possible if the lesion is not larger than 1.0 cm. Total removal with hearing preservation is usually not possible if the lesion is larger than 2.0 cm. Hydrocephalus and additional tumors can complicate the overall clinical picture. Guidelines for appropriate management of bilateral acoustic tumors are based on tumor size, hearing sensitivity, and associated intracranial pathology.

Adolescent↗
PubMed2005

The experience of story reading: deaf children and hearing mothers' interactions at story time.

THE STUDY EXAMINED scaffolding interactions between deaf children and hearing mothers in which story reading was used as a tool to aid in the development of narrative comprehension and linguistic reasoning. The dyadic interactions were examined from the perspective of the theoretical works of Vygotsky (1934/1962, 1978, 1929/1981, 1960/1981). The sample group consisted of 7 dyads of hearing mothers and their deaf children ages 4.2 to 9.5 years. The mothers signed a story to their children. The dyadic interactions reflected the different levels of scaffolding and functioning within the zone of proximal development (Vygotsky, 1934/1962, 1978). The researchers found that story reading provides an excellent framework for both cognitive and emotional growth within the parent/child dyad. Mothers who engaged their children in mutual dialogue also used elaboration. This was reflected in their children's linguistic reasoning.

Adult↗
PubMed2006

Fingerspelling and sign language as alternative codes for reading and writing words for Chilean deaf signers.

The study examined the role of sign language and fingerspelling in the development of the reading and writing skills of deaf children and youth. Twenty-six deaf participants (13 children, 13 adolescents), whose first language was Chilean Sign Language (CHSL), were examined. Their dactylic abilities were evaluated with tasks involving the reading and writing of dactylic and orthographic codes. The study included three experiments: (a) the identification of Chilean signs and fingerspelled words, (b) the matching of fingerspelled words with commercial logos, and (c) the decoding of fingerspelled words and the mapping of these words onto the writing system. The results provide convergent evidence that the use of fingerspelling and sign language is related to orthographic skills. It is concluded that fingerspelling can facilitate the internal representation of words and serve as a supporting mechanism for reading acquisition.

Achievement↗
PubMed1989

Carpal tunnel syndrome: the risk to educational interpreters.

Carpal Tunnel Syndrome (CTS) is a problem associated with numbness, burning, tingling, tickling or "pins and needles" sensations in the hand. The syndrome has been linked to occupations that require repetitive pinching and/or repetitive wrist movements, both movements associated with sign language interpreting. Educational interpretors may be particularly at risk and so need accurate information regarding this malady. Without such education, some interpreters will worry needlessly while others delay in seeking essential medical attention. This article profiles groups at high risk for Carpal Tunnel Syndrome and identifies surgical and rehabilitative treatments.

Carpal Tunnel Syndrome↗
PubMed1989

Isolated sign vocabulary acquisition by hearing adults: CAI vs. videotaped presentation.

The present study was designed to examine receptive learning of 30 ASL signs using two teaching modes. Subjects were 28 college students with normal hearing, naive to sign language, who were trained under computer-assisted instruction (CAI) or through videotaped presentation (VT). The results indicated significantly (p less than .01) higher scores under the VT condition when sign learning and retention were probed three and 10 days after training.

Adult↗
PubMed1989

The efficiency and effectiveness of an interactive videodisc system to teach sign language vocabulary.

Forty students enrolled in the course 74.153, Introduction to Sign Language, at Bloomsburg University of Pennsylvania participated in a study using an interactive videodisc system to teach sign language vocabulary. The experimental group (n = 20) learned signs via an interactive videodisc system while the control group (n = 20) learned the same signs through a traditional classroom approach. Results indicated no significant differences between the groups in their ability to recognize signs. In addition, the experimental group took one-third less time to learn as many signs as the control group.

Computer-Assisted Instruction↗
PubMed1989

Interactive video for bilingual ASL/English instruction of deaf children.

Advances in technology make possible certain instructional approaches that heretofore were difficult to implement. One of these advances is the use of computers to present video instructional materials for student-directed learning. In the experimental program described here, we use a bilingual approach to teach aspects of English to deaf children who are fluent in ASL. The goal of this project is to explore ways that ASL and English can be used cooperatively to help deaf students learn more about English.

Child↗