Enhancing word signing in hearing students with reading disorders using computer-based learning trials.

Area of Science:

• Educational Technology
• Linguistics
• Special Education

Background:

• Individuals with reading disorders often face challenges in acquiring new linguistic skills.
• Traditional methods for learning American Sign Language (ASL) may not be optimally effective for all learners.
• Technology-based interventions offer potential for personalized and accessible learning experiences.

Purpose of the Study:

• To evaluate the efficacy of a computer-based intervention using simultaneous prompting to enhance accurate word signing.
• To assess the impact of this intervention on hearing college students diagnosed with reading disorders.

Main Methods:

• A multiple-baseline-across-word-sets design was employed with four hearing college students with reading disorders.
• The intervention involved repeated video modeling of signs (simultaneous prompting) paired with printed words.
• Participants observed printed words and video sign models, then attempted to produce the sign within timed intervals.

Main Results:

• No accurate word signing was observed during the baseline phase for any participant across all word sets.
• Following the intervention, all four participants demonstrated significant increases in accurate word signing.
• The gains in accurate signing were maintained over time, indicating lasting learning effects.

Conclusions:

• Computer-based simultaneous prompting is an effective intervention for improving ASL word signing accuracy in students with reading disorders.
• Technology-driven interventions can enhance the acquisition of sign language skills.
• Further research should explore causal mechanisms and optimize intervention parameters for broader application.