Texte remanié de: Diss. Ph. D.--San Diego (Calif.)--University of California, 1986. Titre de soutenance : Parameter setting ; evidence from use, acquisition and breakdown in American sign language. / Bibliogr. p. 218-234. Index.

Boston University. University Professors Program Senior theses. / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-02

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. Includes bibliographical references (leaves 743-797).

Thesis (M.S.)--Rochester Institute of Technology, 2008. / Typescript. Includes bibliographical references (leaf 64).

This paper utilizes prior studies attempting to explain different possible phonological production errors among adults who learn American Sign Language (ASL) as a second language (L2). These studies have offered theoretical grounding to such production errors. One area of study in particular is further explored in this paper and that is how specific joints of the arm and hand are used in the production of signs (Mirus, et al., 2001, Meier, et al 2008). L2 learners of ASL are essentially learning a new language using a different modality and this new modality requires that they relearn how to use specific motor skills needed in order to produce sign vocabulary. To address this, an exploratory teaching module is proposed with the need for further action research to discuss its effectiveness. / text

Deng Jiangwen. / "April 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 156-170). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Many advocates of the deaf fear that a whole generation of deaf children will be lost emotionally, socially, and educationally, this fear stems from the fact that many children who are deaf are not having their linguistic, sociocultural. and communicative needs met at home or at school (King, 1993). Their needs are not met primarily for three reasons. First. the hearing culture is often inaccessible to them because they do not understand most of the spoken language around them. When children lack the communicative abilities to interact with the hearing culture, they can not be expected to be knowledgeable of that culture, to participate in that culture, or to establish an identity as a part of that culture. Secondly, Deaf culture is unknown to many children who are deaf. Ninety percent of children who are deaf are born into hearing families who are unaware of Deaf culture (Moores, 1987). Most children who are deaf and hard of hearing do not know about Deaf culture until they become involved in it through a residential school for the deaf or the Deaf community (Padden & Humphries. 1988). Thirdly. Deaf culture. history. heritage. and American Sign Language are not taught as part of the curriculum in most schools nor in the mainstreamed or self-contained classrooms (Gannon. 1990).

Thesis (Ph. D.)--University of Nevada, Reno, 2006. / "May 2006." Includes bibliographical references (leaves 131-137). Online version available on the World Wide Web.

Students who are deaf and use sign language frequently have language delays that affect their literacy skills. Students who use American Sign Language (ASL) often lack fluent language models in both the home and school settings, delaying both the development of a first language and the development of literacy in printed English. Mediated and scaffolded instruction presented by a More Knowledgeable Other (MKO; Vygotsky, 1978, 1994) may facilitate acquisition of a first foundational language. Repeated viewings of fluent ASL models on DVDs paired with adult mediation has resulted in increases in vocabulary skills for DHH students who used ASL (Cannon, Fredrick, & Easterbrooks, 2010; Golos, 2010; Mueller & Hurtig, 2010). Classifiers are a syntactic sub-category of ASL vocabulary that provides a critical link between ASL and the meaning of English phrases. The purpose of this study was to investigate the effects of teacher-mediated repeated viewings of ASL stories on DHH students’ classifier production during narrative retells. This study included 10 student participants in second, third, and fourth grades and three teacher participants from an urban day school for students who are DHH. The researcher used a multiple baseline across participants design followed by visual analysis and calculation of the percentage of non-overlapping data (PND; Scruggs, Mastropieri, & Casto, 1987) to examine the effects of the intervention. All students increased their classifier production during narrative retells following a combination of teacher mediation paired with repeated viewings of ASL models.

Thesis (Ph. D.)--University of California, San Diego, 2010. / Title from first page of PDF file (viewed Feb. 18, 2010). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 100-110).