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ABSTRACT INFORMATION
Title: 'How Deaf and Hard of Hearing Children Read Stories on iPads ' Track: 9 - Program Evaluation and Quality Improvement Keyword(s): language iPad technology vocabulary story Learning Objectives: be able to describe what the study focused on- user characteristics and experience see and share with others the children's experiences with language affects the reading behavior discuss what technology advances we can come up with to support the students' reading skills Abstract: Reading skills have been an interest for many researchers, educators, and parents. A new resource has been created by the NSF-funded Motion Light Lab at Gallaudet University to promote language development. It is an interactive bilingual storybook app which is the first of its kind in the nation. To understand how the children use, read, and interact with the storybook app and whether or not the language experience has any impact on those user experiences, students are studied through videotaped observations and through the use of Tobii, the eye-gaze device. The questions asked in this study includes: Is there a relationship between the students' age, skill level/experience with ASL and reading, and their reading behavior? Are the behavior gender specific/age specific? The early findings show that the early readers prefer to press on the individual words to see and/or hear words signed. The emerging readers may prefer to see the texts being read aloud. The findings and implications for teacher and future designers for storybook apps will be shared. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Melissa Herzig - Primary Presenter Visual Language and Visual Learning, NSF Funded Science of Learning Center      Credentials: CALIFORNIA TEACHING CREDENTIALS: • Professional Clear Level II Education Specialist Instruction Credential (Deaf and Hard of Hearing) (ECE, K-12, adult) • Professional Clear Multiple Subject Teaching Credential • BCLAD: ASL and English • Supplemental Subject Credential (Science)       Dr. Melissa Herzig is the Education and Research Translation Manager for the NSF-funded Science of Learning Center, Visual Language and Visual Learning and the Associate Director for the Ph.D. in Educational Neuroscience program at Gallaudet University. She is responsible for leading assessments and evaluations of the Center’s resources—both for VL2 and for her work with schools. She has a BA from Gallaudet University. She received a MA thesis and her Doctoral Degree at University of California, San Diego. She has worked at The Salk Institute for Biological Studies in La Jolla California, San Diego State University (Language and Cognitive Neuroscience Laboratory), and at UCSD as a Postdoctoral Scholar Researcher (Center for Research in Language). She was a teacher at Chula Vista High School for 8 years. She worked as a supervisor for student teachers at UCSD and was a lead supervisor for student teachers and interns at National University.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.