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Dissertations / Theses on the topic 'American Sign Language (ASL)'

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1

DiBlasi, Anita F. "Evaluating the Effects of Aging on American Sign Language Users." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1310670070.

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Adams, Hadiya Annvela. "EXAMINING SIGNER-SPECIFICITY EFFECTS IN THE PERCEPTION OF WORDS IN AMERICAN SIGN LANGUAGE." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336747548.

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3

Benitez-Quiroz, Carlos Fabian. "A Computational Study of American Sign Language Nonmanuals." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436909704.

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4

Nix, Michael Albert. "Parsing an American Sign Language Corpus with Combinatory Categorial Grammar." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8407.

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Research into parsing sign language corpora is ongoing. Corpora for German Sign Language and Italian Sign Language have been parsed (Bungeroth et al., 2006; Mazzei, 2011, 2012, respectively). However, research into parsing a corpus of American Sign Language is non-existent. Examples of parsed ASL sentences in literature are typically isolated examples used to show a particular type of construction. Apparently no attempt has been made to parse an entire corpus of American Sign Language utterances. This thesis presents a method for constructing a grammar so that a parser implementing Combinatory Categorial Grammar can parse a corpus of American Sign Language. The results are evaluated and presented.
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5

DiLoreto, Elizabeth. "American Sign Language as a Foreign Language Requirement: Curriculum, Pedagogy, and Standards." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1364150201.

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6

Bonner, Brooke Alexis. "AMERICAN SIGN LANGUAGE CORE STANDARDS AND EVIDENCE BASED INSTRUCTION." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1397302571.

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7

Geier, Colleen Avilla. "An Evaluation of an American Sign Language Interpreting Internship Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3096.

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This study was a program evaluation of an American Sign Language internship program that was established in 2006 at a 4-year private college in the Midwestern United States but had never been evaluated. The purpose of the study was to evaluate the effectiveness of this internship program in preparing students for employment in the field of interpreting. An expertise-oriented program evaluation case study was conducted using the lens of experiential learning theory. Research questions were used to investigate the strengths and weaknesses of the program and the ways in which the policies, objectives, and assignments prepare students to work as interns and later as professional interpreters. Semi-structured interviews were conducted with 2 former administrators who helped establish the program, 13 graduates of the program between 2013 and 2015, and 8 of the internship site directors who worked with interns between 2013 and 2015. The interview data were coded and analyzed following Merriam's approach to identify themes, and document review was used to support the themes. Key findings were that the program provided effective training for interns transitioning to professional employment, but students tended to lack self-confidence in their performances Interviewees also indicated that program documents were helpful but difficult to use, and mentors needed guidance in giving constructive feedback. An evaluation report was constructed as a research project deliverable to provide specific recommendations for program enhancement. The study promotes positive social change by providing stakeholders with the evidence-based data needed to implement further growth for the internship program, and to more effectively train interpreters to work with the Deaf community.
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8

Gaines, Sarah Elizabeth, and Sarah Elizabeth Gaines. "Rapid Automatized Naming (RAN) and Reading with Deaf Students Using American Sign Language (ASL)." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621789.

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This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading fluency. A significant difference was found between symbolic (letters, numbers) and non-symbolic (objects, colors) RAN in this sample, with better performance noted on tasks of symbolic RAN. Hierarchical regression models were created for each type of RAN. Each model as a whole was significant. The proposed model for RAN objects accounted for 26.6% of the variance in RAN performance. The model for RAN colors accounted for 54.1% of the variance in RAN performance. The proposed model for RAN numbers accounted for 53% of the variance in RAN. The model for RAN letters accounted for 32.6% of the variance in RAN. Across all models, reading fluency and vocabulary were unique and statistically significant contributors in the model predicting RAN. Visual-motor integration performance was not a unique contributor to the model.
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9

Alfano, Alliete Rodriguez. "Communication and Culture: Implications for Hispanic Mothers with Deaf Children." Scholarly Repository, 2007. http://scholarlyrepository.miami.edu/oa_dissertations/61.

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The majority of deaf children are born to hearing parents. The fact that many of these children use sign language as their primary form of communication poses a unique language barrier between them and their hearing families. In addition, for children who are born into Hispanic families, these children have limited access to Hispanic and Deaf cultures unless their families actively pursue involvement with those communities. Data were collected through ethnographic interviews and limited participant observation and analyzed by means of grounded theory methodology. The study investigated how Hispanic mothers communicate with their deaf children who use ASL as their primary language, as well as how these mothers view Deafness as a culture.
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Brightman, Beth Lilessie Cagle. "The Relationship Between Attitudes and Perspectives of American Sign Language University Students Towards Deaf People." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4868.

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11

Viswavarapu, Lokesh Kumar. "Real-Time Finger Spelling American Sign Language Recognition Using Deep Convolutional Neural Networks." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404616/.

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This thesis presents design and development of a gesture recognition system to recognize finger spelling American Sign Language hand gestures. We developed this solution using the latest deep learning technique called convolutional neural networks. This system uses blink detection to initiate the recognition process, Convex Hull-based hand segmentation with adaptive skin color filtering to segment hand region, and a convolutional neural network to perform gesture recognition. An ensemble of four convolutional neural networks are trained with a dataset of 25254 images for gesture recognition and a feedback unit called head pose estimation is implemented to validate the correctness of predicted gestures. This entire system was developed using Python programming language and other supporting libraries like OpenCV, Tensor flow and Dlib to perform various image processing and machine learning tasks. This entire application can be deployed as a web application using Flask to make it operating system independent.
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12

Moore, Gabrielle. "Magic Mae." Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525191279688537.

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13

Black, Ari. "Hands Over Our Ears: Tensions In the Liminal Spaces Concerning English as a Second Language Education for d/Deaf Newcomers to Canada." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39824.

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This thesis by article investigates the question “What discourses are (re)produced by policy documents and administrators relating to ESL programmes for Deaf newcomers to Canada?” The surrounding monograph begins with a description of the research context and a review of the relevant literature and ends with concluding remarks. The article contains a condensed version of the context and literature review, the methodology, discussion, conclusions, and relevance to the field of education. The research uses discourse analysis to examine federal, provincial, and schoolboard documents, and participant interviews. There were two participants, one Deaf and one hearing, who both administer ESL programmes for Deaf newcomers. The findings suggest that both the policy documents and the participants exist in tensions between the majority Discourse and the Deaf community Discourse. This area of research is pertinent to second language education for Deaf newcomers, a growing population in the wake of mass-migrations.
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Christian, Laura. "Reading Beyond the Words: How Implementing Esl Strategies During Modified Guided Reading Affects a Deaf Student’s Language Acquisition Process." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc499994/.

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While Deaf students are not typically classified as English as a second language (ESL) students, the majority of deaf students first become fluent in a signed language, making them ideal candidates for ESL research. This case study has been designed to explore the ways in which one method of ESL reading instruction, known as modified guided reading (MGR), affects the language acquisition process, and resulting reading comprehension level, of a deaf student over eleven weeks. The study documented the student’s language acquisition development both in American Sign Language (ASL) and in English, as well as tracked the student’s growth in reading comprehension, metalinguistic awareness, and visual attention skills. The Accelerated Reader (AR) program, benchmark testing, and daily observations were used to measure growth. Findings of the study suggest that the ESL methods implemented through MGR positively impacted the student’s language acquisition process, reading comprehension level, metalinguistic awareness, and visual attention skills. Results showed an increase in all three of the student’s AR scores as follows: 31% in reading level, 13.1% in number of words read, and 13.2 % in comprehension test scores. Observations and benchmark testing revealed increased metalinguistic knowledge in word, syntactic, and pragmatic awareness. Visual attention skills were found to be the key element in allowing reading comprehension to take place and strategies for improving these skills were found to be a necessary part of the MGR process.
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Igel, Megan Elizabeth. "The Cognitive and Linguistic Profile of Children with Autism Spectrum Disorder Who Produce Palm Reversals." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161886325466338.

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16

Bliss, Courtney C. "Reframing Normal:The Inclusion of Deaf Culture in the X-Men Comic Books." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu149143787039966.

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17

Bonham, Mary Elizabeth. "English to ASL Gloss Machine Translation." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5478.

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Low-resource languages, including sign languages, are a challenge for machine translation research. Given the lack of parallel corpora, current researchers must be content with a small parallel corpus in a narrow domain for training a system. For this thesis, we obtained a small parallel corpus of English text and American Sign Language gloss from The Church of Jesus Christ of Latter-day Saints. We cleaned the corpus by loading it into an open-source translation memory tool, where we removed computer markup language and split the large chunks of text into sentences and phrases, creating a total of 14,247 sentence pairs. We randomly partitioned the corpus into three sections: 70% for a training set, 10% for a development set, and 20% for a test set. After downloading and installing the open-source Moses toolkit, we went through several iterations of training, translating, and evaluating the system. The final evaluation on unseen data yielded a state-of-the-art score for a low-resource language.
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18

Ann, Jean. "Against [lateral]: Evidence from Chinese Sign Language and American Sign Language." Department of Linguistics, University of Arizona (Tucson, AZ), 1990. http://hdl.handle.net/10150/227260.

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American Sign Language (ASL) signs are claimed to be composed of four parameters: handshape, location, movement (Sto]çoe 1960) and palm orientation (Battison 1974). This paper focuses solely on handshape, that is, the configuration of the thumb and the fingers in a given sign. Handshape is significant in ASL and Chinese Sign Language (CSL); that is, minimal pairs exist for handshape in each. Thus, the two ASL signs in (1) differ in one parameter: the handshapes are different, but the location, palm orientation and movement are the same. Similarly, the two CSL signs in (2) differ in one parameter: handshape. A logical next question asks if handshapes are further divisible into parts; more specifically, are handshapes composed of distinctive features? This question is not new; in fact, researchers have made many proposals for ASL handshape features (Lane, Boyes -Braem and Bellugi, 1979; Mandel, 1981; Liddell and Johnson, 1985; Sandler, 1989; Corina and Sagey, 1988 and others). This paper focuses on the proposal of Corina and Sagey (1988). In Section 2, I outline the proposed system for the distinctive handshapes of ASL, of which [lateral] is a part. Then using data from ASL and CSL, I give three arguments in support of the claim that there is not sufficient justification in ASL or CSL for the feature [lateral]. First, I show in Section 3 that the prediction which follows from the claim that [lateral] applies only to the thumb, namely that the thumb behaves differently from the other fingers, is not borne out by CSL data. Second, I argue in Section 4 that since other features (proposed by Corina and Sagey, 1988) can derive the same phonetic effects as [lateral], [lateral] is unnecessary to describe thumb features in either ASL or CSL. Third, in Section 5, I use ASL and CSL data to argue that the notion of fingers as "specified" or "unspecified ", although intuitively pleasing, should be discarded. If this notion cannot be used, the feature [lateral] does not uniquely identify a particular set of handshapes. I show that CSL data suggests that two other features, [contact to palm] and [contact to thumb] are independently needed. With these two features, and the exclusion of [lateral], the handshapes of both ASL and CSL can be explained. In Section 6, the arguments against [lateral] are summarized.
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Feng, Qianli. "Automatic American Sign Language Imitation Evaluator." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461233570.

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20

Petronio, Karen M. "Clause structure in American sign language /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8418.

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21

Cheek, Davina Adrianne. "The phonetics and phonology of handshape in American Sign Language /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008299.

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22

Zafrulla, Zahoor. "Automatic recognition of American sign language classifiers." Diss., Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/53461.

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Automatically recognizing classifier-based grammatical structures of American Sign Language (ASL) is a challenging problem. Classifiers in ASL utilize surrogate hand shapes for people or "classes" of objects and provide information about their location, movement and appearance. In the past researchers have focused on recognition of finger spelling, isolated signs, facial expressions and interrogative words like WH-questions (e.g. Who, What, Where, and When). Challenging problems such as recognition of ASL sentences and classifier-based grammatical structures remain relatively unexplored in the field of ASL recognition.  One application of recognition of classifiers is toward creating educational games to help young deaf children acquire language skills. Previous work developed CopyCat, an educational ASL game that requires children to engage in a progressively more difficult expressive signing task as they advance through the game.   We have shown that by leveraging context we can use verification, in place of recognition, to boost machine performance for determining if the signed responses in an expressive signing task, like in the CopyCat game, are correct or incorrect. We have demonstrated that the quality of a machine verifier's ability to identify the boundary of the signs can be improved by using a novel two-pass technique that combines signed input in both forward and reverse directions. Additionally, we have shown that we can reduce CopyCat's dependency on custom manufactured hardware by using an off-the-shelf Microsoft Kinect depth camera to achieve similar verification performance. Finally, we show how we can extend our ability to recognize sign language by leveraging depth maps to develop a method using improved hand detection and hand shape classification to recognize selected classifier-based grammatical structures of ASL.
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23

Cole, Jessica. "American Sign Language poetry literature in motion /." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p1462125.

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Thesis (M.A.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed April 3, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 73-76).
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24

Brashear, Helene Margaret. "Improving the efficacy of automated sign language practice tools." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34703.

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The CopyCat project is an interdisciplinary effort to create a set of computer-aided language learning tools for deaf children. The CopyCat games allow children to interact with characters using American Sign Language (ASL). Through Wizard of Oz pilot studies we have developed a set of games, shown their efficacy in improving young deaf children's language and memory skills, and collected a large corpus of signing examples. Our previous implementation of the automatic CopyCat games uses automatic sign language recognition and verification in the infrastructure of a memory repetition and phrase verification task. The goal of my research is to expand the automatic sign language system to transition the CopyCat games to include the flexibility of a dialogue system. I have created a labeling ontology from analysis of the CopyCat signing corpus, and I have used the ontology to describe the contents of the CopyCat data set. This ontology was used to change and improve the automatic sign language recognition system and to add flexibility to language use in the automatic game.
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Holzrichter, Amanda Sue. "A crosslinguistic study of child-directed signing : American Sign Language and sign language of Spain /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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McBurney, Susan Lloyd. "Referential morphology in signed languages /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/8436.

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Sinander, Pierre, and Tomas Issa. "Sign Language Translation." Thesis, KTH, Mekatronik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-296169.

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The purpose of the thesis was to create a data glove that can translate ASL by reading the finger- and hand movements. Furthermore, the applicability of conductive fabric as stretch sensors was explored. To read the hand gestures stretch sensors constructed from conductive fabric were attached to each finger of the glove to distinguish how much they were bent. The hand movements were registered using a 3-axis accelerometer which was mounted on the glove. The sensor values were read by an Arduino Nano 33 IoT mounted to the wrist of the glove which processed the readings and translated them into the corresponding sign. The microcontroller would then wirelessly transmit the result to another device through Bluetooth Low Energy. The glove was able to correctly translate all the signs of the ASL alphabet with an average accuracy of 93%. It was found that signs with small differences in hand gestures such as S and T were harder to distinguish between which would result in an accuracy of 70% for these specific signs.<br>Syftet med uppsatsen var att skapa en datahandske som kan översätta ASL genom att läsa av finger- och handrörelser. Vidare undersöktes om ledande tyg kan användas som sträcksensorer. För att läsa av handgesterna fästes ledande tyg på varje finger på handsken för att urskilja hur mycket de böjdes. Handrörelserna registrerades med en 3-axlig accelerometer som var monterad på handsken. Sensorvärdena lästes av en Arduino Nano 33 IoT monterad på handleden som översatte till de motsvarande tecknen. Mikrokontrollern överförde sedan resultatet trådlöst till en annan enhet via Bluetooth Low Energy. Handsken kunde korrekt översätta alla tecken på ASL-alfabetet med en genomsnittlig exakthet på 93%. Det visade sig att tecken med små skillnader i handgester som S och T var svårare att skilja mellan vilket resulterade i en noggrannhet på 70% för dessa specifika tecken.
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28

Leyhe, Anya A. "An Ethnographic Inquiry: Contemporary Language Ideologies of American Sign Language." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/473.

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Historically, American Sign Language (an aspect of Deaf culture) has been rendered invisible in mainstream hearing society. Today, ASL’s popularity is evidenced in an ethnolinguistic renaissance; more second language learners pursue an interest in ASL than ever before. Nonetheless, Deaf and hearing people alike express concern about ASL’s place in hearing culture. This qualitative study engages ethnographic methods of participant observation and semi-structured interviewing as well as popular media analysis to understand language ideologies (ideas and objectives concerning roles of language in society) hearing and Deaf Signers hold about motivations and practices of other hearing Signers. Although most hearing ASLers identify as apolitical students genuinely seeking to build bridges between disparate communities, I argue that ASLers are most concerned with hearing Signers’ colonization of the language through commoditization and cultural appropriation.
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29

Thompson, Robin L. "Eye gaze in American Sign Language linguistic functions for verbs and pronoun /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2006. http://wwwlib.umi.com/cr/ucsd/fullcit?p3279427.

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Thesis (Ph. D.)--University of California, San Diego, 2006.<br>Title from first page of PDF file (viewed October 16, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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Casey, Shannon Kerry. ""Agreement" in gestures and signed languages : the use of directionality to indicate referents involved in actions /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2003. http://wwwlib.umi.com/cr/ucsd/fullcit?p3094623.

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31

Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However, because very little research has been done on ASL/English instruction and methodology, Fernandes (1997, p. 2) states, "There is ongoing reluctance in the United States to capitalize on deaf children's bilingual, bicultural capacities in promoting literacy and competence." Although several research studies have investigated the relationship between ASL and English literacy acquisition and have provided strong theoretical support for educating Deaf children bilingually, there is still a lack of study on practical strategies or "how-to's." Furthermore, the teacher-training programs in Deaf Education historically have not attracted potential applicants with fluent ASL skills and knowledge of bilingualism and literacy. Most of the programs strongly emphasize medical-pathological views rather than appropriate pedagogies that access and build upon deaf students' linguistic and cultural knowledge. Hence, this dissertation addresses practical strategies for teaching deaf students by analyzing teachers' retrospective stories on their experiences with implementing a new bilingual model in their classrooms. As adapted from Livingston's claim in her book, Rethinking the Education of Deaf Students (1996), in light of our goals, we wish to address the dire need for prospective teachers and teacher educators to rethink their views of us, Deaf people, and in doing so, rethink the theoretical underpinnings of their teaching methodologies in teacher education programs and schools.
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32

Hanson, John R. "THE PRAGMATIC ROLE OF CODE-SWITCHING AND SIMULTANEOUS PRODUCTION DURING PLAY CONTEXTS OF BIMODAL BILINGUAL HEARING CHILDREN OF DEAF PARENTS." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/960.

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It is difficult, if not impossible to find another code-switching condition that allows for the production of "simultaneous" language use in communication like that which is found in bimodal bilingualism. In 2002, Bauer, Hall, and Kruth conducted a study that examined code-switching in a play context for a German/English bilingual child. Emmorey, Borinstein, and Thomson in 2005 investigated bimodal bilingualism in adults. However there has not been a study like these for hearing children using ASL/English who have Deaf parents. By applying Bauer, Hall, and Kruth's study as a template for research into code-switching and adapting some of the processes used by Emmorey, Borinstein, and Thomson to research simultaneous sign and spoken language production, a study of hearing bimodal bilingual children of Deaf parents becomes possible. This study uses qualitative analysis of transcribed digital video recordings of two bimodal bilingual subjects that were coded to examine three language use possibilities in two language contexts. The bimodal subjects are capable of spoken English, manual Sign Language, and simultaneous production of both. The results were applied to answer the following questions: What kinds of play activity are the subjects and their adult interlocutors involved in? How do the subjects use their two languages to constitute their involvement in play? When and why do hearing children of Deaf parents code-switch? And when and why do they perform simultaneous production? The key findings are that bimodal bilingual children are strategic code-switchers/blenders using code selection to best communicate with their interlocutors based on the language environment and to fill lexical gaps or skill level deficiencies between codes.
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Nayak, Sunita. "Representation and learning for sign language recognition." [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002362.

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34

Fekete, Emily. "SIGNS IN SPACE: AMERICAN SIGN LANGUAGE AS SPATIAL LANGUAGE AND CULTURAL WORLDVIEW." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279060612.

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35

Yin, Pei. "Segmental discriminative analysis for American Sign Language recognition and verification." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33939.

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This dissertation presents segmental discriminative analysis techniques for American Sign Language (ASL) recognition and verification. ASL recognition is a sequence classification problem. One of the most successful techniques for recognizing ASL is the hidden Markov model (HMM) and its variants. This dissertation addresses two problems in sign recognition by HMMs. The first is discriminative feature selection for temporally-correlated data. Temporal correlation in sequences often causes difficulties in feature selection. To mitigate this problem, this dissertation proposes segmentally-boosted HMMs (SBHMMs), which construct the state-optimized features in a segmental and discriminative manner. The second problem is the decomposition of ASL signs for efficient and accurate recognition. For this problem, this dissertation proposes discriminative state-space clustering (DISC), a data-driven method of automatically extracting sub-sign units by state-tying from the results of feature selection. DISC and SBHMMs can jointly search for discriminative feature sets and representation units of ASL recognition. ASL verification, which determines whether an input signing sequence matches a pre-defined phrase, shares similarities with ASL recognition, but it has more prior knowledge and a higher expectation of accuracy. Therefore, ASL verification requires additional discriminative analysis not only in utilizing prior knowledge but also in actively selecting a set of phrases that have a high expectation of verification accuracy in the service of improving the experience of users. This dissertation describes ASL verification using CopyCat, an ASL game that helps deaf children acquire language abilities at an early age. It then presents the "probe" technique which automatically searches for an optimal threshold for verification using prior knowledge and BIG, a bi-gram error-ranking predictor which efficiently selects/creates phrases that, based on the previous performance of existing verification systems, should have high verification accuracy. This work demonstrates the utility of the described technologies in a series of experiments. SBHMMs are validated in ASL phrase recognition as well as various other applications such as lip reading and speech recognition. DISC-SBHMMs consistently produce fewer errors than traditional HMMs and SBHMMs in recognizing ASL phrases using an instrumented glove. Probe achieves verification efficacy comparable to the optimum obtained from manually exhaustive search. Finally, when verifying phrases in CopyCat, BIG predicts which CopyCat phrases, even unseen in training, will have the best verification accuracy with results comparable to much more computationally intensive methods.
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36

Ucci, Allison. "American Sign Language : an influence on graphic design problem-solving /." Online version of thesis, 2008. http://hdl.handle.net/1850/6274.

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37

Starner, Thad. "Visual recognition of American sign language using hidden Markov models." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/29089.

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Chapman, Robbin Nicole 1958. "A lexicon for translation of American Sign Language to English." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/80082.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, June 1999.<br>Includes bibliographical references (leaves 130-132).<br>by Robbin Nicole Chapman.<br>S.M.
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39

Marentette, Paula F. (Paula Frances). "It's in her hands : a case study of the emergence of phonology in American Sign Language." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40189.

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A case study of American Sign Language (ASL) acquisition revealed an emerging phonological system influenced by biological, cognitive, and linguistic factors. A hearing child (SJ), acquiring ASL from her Deaf parents, was videotaped over seven sessions between the ages of 1:0 and 2:1. Of the 1,699 manual behaviors observed, 804 were lexical items, or signs. All signs were phonetically coded. Detailed analyses were undertaken to discover acquisition patterns for the three major parameters of ASL signs (handshape, hand location and movement).<br>Overall, SJ's signs were well-formed and adhered to ASL phonological constraints. Location primes were produced accurately, due to SJ's knowledge of the structure of her body. Errors occurred with body parts that were not perceptually salient. Movement parameters were not mastered by SJ during the period of study; no systematic set of substitutions was observed. Handshapes were produced with low accuracy. SJ relied on a small set of maximally contrastive handshapes (i.e., (5,1,A)). These handshapes represent the convergence of ease of production, distribution in the target language phonology, and perceptual salience. SJ used three processes to fit target handshapes to her emerging phonological system: spreading of selected fingers, changing of selected fingers from a marked to an unmarked set, and changing to an open position. These processes reflect anatomical and perceptual preferences as well as linguistic influences.<br>SJ's sign production showed a small improvement in accuracy and a marked reduction in variability between the ages of 1:0 AND 2:1. Visual feedback did not affect the sign accuracy. A passive hand was more likely to be added to one-handed signs produced outside the visual field, possibly increasing tactile feedback. Path movement and horizontal-place primes were more accurate when tactile feedback was present. There was no evidence that SJ used lexical selection or imitation as strategies for phonological acquisition.<br>Finally, many of the same factors that influence phonological acquisition in speech guided SJ's acquisition of handshape primes. Her acquisition of location primes, by contrast, did not resemble processes observed in phonological acquisition in speech.
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Yi, Beifang. "A framework for a sign language interfacing system." abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3210068.

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Rupe, Jonathan C. "Vision-based hand shape identification for sign language recognition /." Link to online version, 2005. https://ritdml.rit.edu/dspace/handle/1850/940.

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42

Shepard-Kegl, Judy Anne. "Locative relations in American Sign Language word formation, syntax and discourse." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/15168.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1985.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND HUMANITIES<br>Bibliography: leaves 493-505.<br>by Judy Anne Shepard-Kegl.<br>Ph.D.
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Di, Perri Kristin Anderson. "American Sign Language phonemic awareness in deaf children: implications for instruction." Thesis, Boston University, 2004. https://hdl.handle.net/2144/31966.

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Thesis (Ph.D.)--Boston University<br>For children who are deaf, one aspect of early English literacy instruction has always been problematic. Deaf children have great difficulty in learning to employ a sound-based phonetic to alphabetic mapping process such as required in reading and writing without natural linguistic access to English. This dissertation presents two studies. In Study #1 subjects are given the American Sign Language Phonemic Awareness Inventory (ASLP AI). In Study #2 the phonological aspect ofhandshape and its relationship to the Manual Alphabet is investigated. Twenty-nine deaf children, between the ages of 4-8, who used sign language, were tested on 7 major ASL Phonological tasks. 175 questions were posed. Of the total group, eight children had deaf parents (DCDP) and twenty-one children had hearing parents (DCHP). Seventeen deaf adults (1 0 DADP) and 7 (DAHP) took a portion or all of the tests. In addition the child subjects, depending on reading ability, were also given either the Peabody Individual Achievement Test-Revised (PIAT-R) (spelling and reading comprehension subtests) or all sections ofthe Test of Early Reading Ability (TERA-3). Results showed that all subjects were able to process the questions according to the phonological parameters of ASL. That is, subjects appear to have internalized the visual structural components of ASL and were able to work with ASL phonemes as hearing children do with spoken language. In the second study, the handshape task indicated that the subjects associated prompts (the 20 Manual Alphabet handshapes in particular) with a phonological component of ASL rather than as a letter of English. A factorial ANOVA showed that parent's audiological status did not influence the subject's phonemic awareness of ASL. In Study #2, a paired comparisons t-tests showed that overall response rates for handshape prompts resulted in significant differences: favoring ASL responses in comparison with English responses. Correlation matrices indicated that the stronger the subjects phonemic awareness of ASL and the ability to recall lexical items when given a prompt the stronger the scores on a beginning test of English literacy (TERA).
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Sarella, Kanthi. "An image processing technique for the improvement of Sign2 using a dual camera approach /." Online version of thesis, 2008. http://hdl.handle.net/1850/5721.

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45

Calton, Cindee Jean. "Teaching respect: language, identity, and ideology in American sign language classes in the United States." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4950.

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This dissertation examines the connection between language ideologies and second language learning, specifically in the case of American Sign Language. I argue that students' and teachers' ideologies about American Sign Language (ASL) influence the goals and pedagogies of ASL teachers. ASL students enter the classroom with ideologies that conflate ASL with gesture or view it as simplified visual English. ASL students also view deafness as a disability that needs to be fixed. This contrasts with ASL teachers' view that Deaf people are a distinct cultural minority who wish to remain Deaf. As a result, ASL teachers' goals focus on teaching ASL students to respect Deaf people and their language. This leads to three major pedagogical differences with teachers of spoken languages. First, ASL teachers focus their cultural lessons on teaching their students a non-pathological view of Deafness. Second, ASL teachers are far more likely than spoken language teachers to think that a member of Deaf Culture should teach ASL. Finally, ASL teachers go to greater lengths than spoken language teachers to avoid the use of English in their classrooms. This research was conducted at five different public universities in the United States. I observed ASL classes at all five universities and a Spanish class at one university. I administered a survey at four of the five universities. I interviewed ASL teachers and teachers of other languages at all five universities.
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Ding, Liya. "Modelling and Recognition of Manuals and Non-manuals in American Sign Language." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1237564092.

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EHRLICH-MARTIN, SUZANNE M. "A CASE STUDY OF AN AMERICAN SIGN LANGUAGE COURSE TAUGHT VIA VIDEOCONFERENCING." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148057666.

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Fraychineaud, Kathy Ann 1956. "A preliminary study of a measurement tool for American Sign Language stories." Thesis, The University of Arizona, 1998. http://hdl.handle.net/10150/291921.

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This study proposes an adaptation of Hunt's (1965) Terminal Miminal Syntactic Unit (T-Unit) to measure syntactic complexity in American Sign Language (ASL) syntax. Criterion for determining an American Sign Language T-Unit is based upon research into the linguistic structure and development of ASL. Nine deaf elementary aged students watched a non-verbal film and retold the story in ASL on videotape (Newport et al., in press). The stories were then transcribed into the Vista Glossing System (Smith, Lentz & Mikos, 1988). Transcriptions were segmented into T-Units and further analyzed for syntactic complexity. Results reveal an increase in ASL T-Units for all children from the fall to the spring. An increase in ASL T-Units translates to greater syntactic complexity. Results from the study suggest that an ASL T-unit analysis is an effective measure of ASL proficiency.
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Kitzel, Mary E. "Chasing ancestors : searching for the roots of American Sign Language in the Kentish Weald, 1620-1851." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/48877/.

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Late twentieth-century discourses regarding deaf people and sign language provide the theoretical background for investigating early modern families with hereditary deafness within the Kentish Weald. The first of its kind, this thesis described the methods used to ascertain the presence of sufficient numbers of networked deaf people to maintain natural sign language. A source-driven work, it began with two data sources - a list generated by previous American genealogical research of the first known European-American deaf families originating from seventeenth-century Kent and the 1851 Census of Great Britain, a previously unexplored resource of the first attempt to fully enumerate deaf people in Britain. This thesis was based on an analysis of primary documentation and a critical reading of previous primary and secondary sources seeking to connect the two initial sources. Its framework was predicated on a stance that acknowledges and values deaf culture and its embodied performed manifestation, sign language. Examining the discourses surrounding deaf people throughout the period, it relied upon the concepts of representation, individual identity, and group identity to query the existence of a deaf group identity predating the labels used to describe it.
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Hildebrandt, Ursula Clare. "An investigation of hearing infants' preferences for American Sign Language and nonlinguistic biological motion /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/9136.

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