Sign Smith Studio is a sign language authoring tool that allows users to add "Signing Avatars" to their digital content. Created content is exported to video which can then be added to multimedia and literacy programs, web pages, PowerPoint presentations or Flash.
Our 3D character can be zoomed in or out and rotated to give you the best vantage point for every sign. YOU control the placement of the character – not us! No other product lets you do this!
The library includes more than 11,500 words. Type in sentences, phrases, words and even the alphabet. Everything you enter will be saved in your History. Easily locate your entries by date or alphabetically. You can delete whatever you don’t want to keep.
Now optimized for both phones and tablets, Kids Learn to Read (Preschool) is the long awaited sequel to our best-selling Kids ABC Phonics.
This version has 15 extra words in the first and the third activities as well as child-lock functionality that can be enabled in Preferences.
SpEd Pad = Therapy Pad, A Dedicated therapy device for Special Education bundled with 100s of Therapy apps approved by experienced Therapists!. SpEd Pad is one-stop solution for both Special Children and the teachers, therapists who teach Special Education. SpEd Pad leverages the power of a mobile device and transforms special education by taking it to a whole new level.
Reading rate is one of several attributes of reading having a bearing on how effectively and efficiently one reads. With the proliferation of captioned films and the tremendous undertaking of captioning television programs, reading rate becomes a critical issue. By adapting the scoring procedure of the Gates McGinitie Reading Test, speed and accuracy portion, the reading rates 185 randomly selected hearing-impaired students from residential schools for the deaf were obtained. These rates were then compared with the reading rates of hearing students and extempore speech.
A computer-assisted music-learning system (CAMLS) has been developed to help the hearing impaired practice playing a musical melody. The music-learning performance is evaluated to test the usability of the system. This system can be a computer-supported learning tool for the hearing impaired to help them understand what pitch and tempo are, and then learn to play songs thereby increasing their interest in music classes and enhancing their learning performance. The results indicated that CAMLS could enhance hearing-impaired students' learning performance in a music course.
Research on computer-assisted and video-based educational techniques has almost invariably found that these media have positive effects on learner motivation. This article presents a study of integrated computer technology which incorporates pace-controlled syntactic chunking in a captioned video presentation. The results indicate that a well-designed interactive video application can motivate, save time, and help address learner weaknesses, especially for students most in need of assistance.
The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7 to 11 years, who were deaf or hard of hearing. The children's animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant.
Recent legislation has made captioned television programs common technology; consequently, televised programs have become more accessible to a broader public. In the United States, television captions are generally in written English, yet the English-literacy rates among people who are deaf are low compared to hearing peers. This research tests the accessibility of television by assessing deaf and hearing students' comprehension of captions with and without visuals/video based on their ability to respond correctly to questions about the script and central details.
This study examines the effectiveness of real-time captioning in improving the working memory of students with hearing disorders, similarities in the ability of subjects to recall written verbal materials, and variation of results between two- and four-line conditions.