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http://hdl.handle.net/1942/26642
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DC Field | Value | Language |
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dc.contributor.author | RENCKENS, Maarten | - |
dc.date.accessioned | 2018-08-07T13:09:50Z | - |
dc.date.available | 2018-08-07T13:09:50Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | Fernández Iñurritegui, L.; Herrera Fernández, E. (Ed.). Book of proceedings of the Segundo Congreso de Diseño Gráfico,p. 71-80 (Art N° 6) | - |
dc.identifier.isbn | 9788490828878 | - |
dc.identifier.uri | http://hdl.handle.net/1942/26642 | - |
dc.description.abstract | In the course of history, each letterform was linked to a particular vocal sound. Combinations of letterforms make words, which in turn empower written communication over distance and time. Letters are very useful but do not convey the expression that delivers extra meaning within spoken language. However, these expressive variations within speech are important in understanding the speaker’s intention: emphasis, sarcasm, statements and more. For graphic designers, several possibilities exist to visualise expression within transcriptions. For readers, that can improve reading performance through adding more expression. For readers with functional disorders, like hearing disorders or speech disorders, it becomes a tool to learn about the voice and as such, developing social skills. An overview with examples of past, present and future research and educational materials is provided. These serve as a source of inspiration of how expression can be visualised within transcriptions to improve a person’s social performance. | - |
dc.description.abstract | A lo largo de la historia, cada forma de letra estaba vinculada a un sonido particular. Combinaciónes de letras forman palabras que a su vez posibilitan la comunicación escrita. Sin embargo, las letras no transmiten la expresión que brinda un significado adicional dentro del lenguaje hablado. Estas variaciones expresivas dentro del habla son importantes para comprender la intención del hablante. Para los diseñadores gráficos, se puede visualizar la expresión dentro de las transcripciones. Para los lectores, esto puede mejorar el rendimiento de lectura al agregar más expresividad a lo transcrito. Para los lectores con trastornos funcionales, se convierte en una herramienta de aprendizaje sobre la voz mediante la cual desarrollar habilidades sociales. Un resumen con ejemplos de investigaciones pasadas, presentes y futuras, así como materiales didácticos es proporcionado. Estos son una fuente de inspiración de cómo la expresividad puede ser visualizada en transcripciones mejorando el desempeño social de una persona. | - |
dc.language.iso | en | - |
dc.publisher | Fundación Cursos de Verano de la UPV/EHU | - |
dc.subject.other | type; type design; deaf and hearing-impaired; typography; reading; speech variations; expression; prosody; social skills; visual prosody; expressive type | - |
dc.title | Letter variations to train social skills - Expression in speech transcriptions | - |
dc.title.alternative | Lettervariaties om sociale vaardigheden te trainen - Expressie in spraaktranscripties | - |
dc.title.alternative | Variación en la letra para entrenar habilidades sociales - Expresión en transcripciones de habla | - |
dc.type | Proceedings Paper | - |
local.bibliographicCitation.authors | Fernández Iñurritegui, L. | - |
local.bibliographicCitation.authors | Herrera Fernández, E. | - |
local.bibliographicCitation.conferencedate | 27-29/06/2018 | - |
local.bibliographicCitation.conferencename | Segundo Congreso de Diseño Gráfico. Diseño y sociedad sostenible / Second Conference in Graphic Design. Design and sustainable society | - |
local.bibliographicCitation.conferenceplace | University UPV/EHU - Bilbao, Spain | - |
dc.identifier.epage | 80 | - |
dc.identifier.spage | 71 | - |
local.bibliographicCitation.jcat | C1 | - |
dc.relation.references | • ABionics, (unpublished), a Musical Journey Through the Rainforest. • Ashby, J. (2006). Prosody in skilled silent reading: evidence from eye movements. Journal of Research in Reading, 29 (3), 318-333. • Bessemans, A., Renckens, M., Bormans, K., Nuyts, E., Larson, K. (in preparation 1). How to visualize prosody to help children read aloud with more expression. • Bessemans, A., Vanhoutteghem, L., Nuyts, E., Larson, K. (in preparation 2). Visualizing prosody by means of typeface design for supporting reading comprehension. • De Raeve, L.; Baerts, J.; Colleye, E.; Croux, E. (2012). Changing Schools for the Deaf - Updating the Educational Setting for Our Deaf Children in the 21st Century, a Big Challenge. Deafness & education International, 14 (1), 48-59. • Boons, T.; De Raeve, L.; Langereis, M.; Peeraer, L.; Wouters, J.; Van Wieringen, A. (2013). Expressive vocabulary, morphology, syntax and narrative skills in profoundly deaf children after early cochlear implantation. Research in Developmental Disabilities 34, 2008–2022. • Ebbink, E. (2015). Ik hoor het aan je stem. Meer invloed en overtuiging met je stemgeluid. Amsterdam: Nieuw Amsterdam. • Goldin-Meadow, S.; Mayberry, R.I. (2001). How Do Profoundly Deaf Children Learn to Read? In: Learning Disabilities Research & Practice. 16 (4), 222-229. • Guberina, P. & ASP, C. W. (1981). The Verbo-tonal Method for rehabilitation people with communication problems. Retrieved from: http://www.suvag.com/ang/histoire/autrestextes.html • KIDS, (unpublished), teaching materials for speech variations. • Legge, G. E., Rubin, G. S., & Luebker, A. (1987). Psychophysics of reading: V. The role of contrast in normal vision. Vision Research. 27, 1165–1177. • Liang, X. Y. (2002). Readers Beware! Effect of visual noise on the channel for reading. Intel Science Talent Search. Retrieved from: http://psych.nyu.edu/pelli/docs/YanXiangLiangIntel.pdf • Majaj, N. J., Pelli, D. G., Kurshan, P., & Palomares, M. (2002). The role of spatial frequency channels in letter identification. Vision Research. 42, 1165-1184. • Maleficent. (2014). [video] USA: Walt Disney Pictures. • Miller, J., & Schwannenflugel, P. J. (2006). Prosody of syntactically complex sentences in the oral reading of young children. Journal of Educational Psychology. 100, 310-321. • Mostow, J, Duong, M, (2011), Automated Assessment of Oral Reading Prosody, Carnegie Mellon University, Pittsburgh, PA, USA. • National Institute of child health and human development (NIH). (2000). Report of the National Reading Panel. Teaching Children to Read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. NIH. Publication 00-4769. Washington, D.C., USA: US Government Printing Office. • National assessment of educational progress (NAEP). (1995). Listening to children read aloud: Oral fluency. NAEPFacts. 1, (1) 2-5. • Patel, R. & Furr, W. (2011). ReadN’Karaoke: Visualizing prosody in children’s books for expressive oral reading. CHI Session: Books & Language. 3203-3206. • Patel, R. & McNab, C. (2011). Feasibility of augmenting text with visual prosodic cues to enhance oral reading. Speech Communication. 53 (3), 431-441. • Rayner, K., & Pollatsek, A. (1989). The psychology of reading. New Jersey: Prentice Hall. • Rothstein, J.A. (2015). Prosody treatment program: Ages 3-17. Texas, USA: LinguiSystems. • Stanovitch, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly. 21 (4), 360-407. • Staum, M.J. (1987). Music Notation to Improve the Speech Prosody of Hearing Impaired Children. Joumal of Music Therapy. 24 (3), 146-159. • Susaeta, (2014), Mooiste sprookjes. Mortsel, Belgium: Trifora BVBA. • Unger, G, (2006), Terwijl je leest. Amsterdam, the Netherlands: De Buitenkant. • van Uden, A, (1973), Taalverwerving door taalarme kinderen. Rotterdam, the Netherlands: University press Rotterdam. • Verstraete, E, (1999), De stilte verbroken – Diagnostiek en revalidatie van personen met een auditieve handicap: Deel 1: Theoretische basis. Destelbergen, Belgium: Vormingsdienst SIG. • Young-Suk Grace, K. (2017). Developmental, component-based model of reading fluency: An investigation of predictors of word-reading fluency, text-reading fluency, and reading comprehension. Journal of Experimental Child Psychology, 50 (4), 459–481. | - |
local.type.refereed | Refereed | - |
local.type.specified | Proceedings Paper | - |
local.bibliographicCitation.artnr | 6 | - |
local.bibliographicCitation.btitle | Book of proceedings of the Segundo Congreso de Diseño Gráfico | - |
item.fulltext | With Fulltext | - |
item.contributor | RENCKENS, Maarten | - |
item.fullcitation | RENCKENS, Maarten (2018) Letter variations to train social skills - Expression in speech transcriptions. In: Fernández Iñurritegui, L.; Herrera Fernández, E. (Ed.). Book of proceedings of the Segundo Congreso de Diseño Gráfico,p. 71-80 (Art N° 6). | - |
item.accessRights | Restricted Access | - |
item.validation | vabb 2021 | - |
Appears in Collections: | Research publications |
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Conference submission Spain Renckens Maarten.pdf Restricted Access | Published version | 366.44 kB | Adobe PDF | View/Open Request a copy |
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