Ellen Ormel
Datos Biográficos
| ID | 1453448 |
|---|---|
| NOMBRE | Ellen Ormel |
| NOMBRES | Ellen |
| APELLIDO | Ormel |
| FIRMA | ORMEL E |
| AFILIACIONES | Radboud University Nijmegen |
| ORCID | 0009-0005-9641-9141 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 5 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2022 |
| ÍNDICE H | 2 |
Cross-language activation in bimodal bilinguals
The present study provides insight into cross-language activation in hearing bimodal bilinguals by (1) examining co-activation of spoken words during processing of signs by hearing bimodal bilingual users of Dutch (their L1) and Sign Language of the Netherlands (NGT; late learners) and (2) investigating the contribution of mouthings to bimodal cross-language activation. NGT signs were presented with or without mouthings in two sign-picture verifi…
Interference
In simultaneous interpreting studies, the concept of interference – namely, the marks of the source language in the target language – is perceived as a negative phenomenon. However, interference is likely to happen at a lexical level when the target language does not have its own lexicon. This is the case in international sign (IS), which can be defined as a mix of different sign languages, in which the lexical items are not fixed. This qualitati…
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Mutual intelligibility among the sign languages of Belgium and the Netherlands
In an exploratory study of mutual intelligibility between the sign languages of the northern part of Belgium (Flemish Sign Language, VGT), the southern part of Belgium (French Belgian Sign Language, LSFB), and the Netherlands (Sign Language of the Netherlands, NGT), we tested the comprehension of VGT by signers of LSFB and NGT. In order to measure the influence of iconic structures (classifier constructions and constructed action) that linguistic…
Coarticulation of hand height in Sign Language of the Netherlands is affected by contact type
Semantic categorization and reading skill across Dutch primary grades
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of…
On the relation between the signing and reading skills of deaf bilinguals
In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledg…
The Role of Sign Phonology and Iconicity During Sign Processing
To investigate the influence of sign phonology and iconicity during sign processing in deaf children, the roles of these sign features were examined using an experimental sign-picture verification paradigm. Participants had to make decisions about sign-picture pairs, manipulated according to phonological sign features (i.e., hand shape, movement, and location) and iconic sign features (i.e., transparent depiction of meaning or not). We found that…
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, …
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation between the scores obtained in the sign vocabulary task and the reading vocabulary task when age, short-…
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Coarticulation of hand height in Sign Language of the Netherlands is affected by contact type
Interference
In simultaneous interpreting studies, the concept of interference – namely, the marks of the source language in the target language – is perceived as a negative phenomenon. However, interference is likely to happen at a lexical level when the target language does not have its own lexicon. This is the case in international sign (IS), which can be defined as a mix of different sign languages, in which the lexical items are not fixed. This qualitati…
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, …
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation between the scores obtained in the sign vocabulary task and the reading vocabulary task when age, short-…
The Role of Sign Phonology and Iconicity During Sign Processing
To investigate the influence of sign phonology and iconicity during sign processing in deaf children, the roles of these sign features were examined using an experimental sign-picture verification paradigm. Participants had to make decisions about sign-picture pairs, manipulated according to phonological sign features (i.e., hand shape, movement, and location) and iconic sign features (i.e., transparent depiction of meaning or not). We found that…
On the relation between the signing and reading skills of deaf bilinguals
In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledg…
Semantic categorization and reading skill across Dutch primary grades
In the present study, the development of semantic categorization and its relationship with reading was investigated across Dutch primary grade students. Three Exemplar-level tasks (Experiment 1) and two Superordinate-level tasks (Experiment 2) with different types of distracters (phonological, semantic and perceptual) were administered to assess semantic categorization skills. Reading was measured with a standardized word-reading test. Results of…
Coarticulation of hand height in Sign Language of the Netherlands is affected by contact type
Mutual intelligibility among the sign languages of Belgium and the Netherlands
In an exploratory study of mutual intelligibility between the sign languages of the northern part of Belgium (Flemish Sign Language, VGT), the southern part of Belgium (French Belgian Sign Language, LSFB), and the Netherlands (Sign Language of the Netherlands, NGT), we tested the comprehension of VGT by signers of LSFB and NGT. In order to measure the influence of iconic structures (classifier constructions and constructed action) that linguistic…
Cross-language activation in bimodal bilinguals
The present study provides insight into cross-language activation in hearing bimodal bilinguals by (1) examining co-activation of spoken words during processing of signs by hearing bimodal bilingual users of Dutch (their L1) and Sign Language of the Netherlands (NGT; late learners) and (2) investigating the contribution of mouthings to bimodal cross-language activation. NGT signs were presented with or without mouthings in two sign-picture verifi…
Interference
In simultaneous interpreting studies, the concept of interference – namely, the marks of the source language in the target language – is perceived as a negative phenomenon. However, interference is likely to happen at a lexical level when the target language does not have its own lexicon. This is the case in international sign (IS), which can be defined as a mix of different sign languages, in which the lexical items are not fixed. This qualitati…
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Linguistics (10 obras) · Psychology (10 obras) · Hearing Impairment and Communication (9 obras) · Sign language (8 obras) · Hand Gesture Recognition Systems (5 obras) · Cognitive psychology (4 obras) · Computer Science (4 obras) · Mathematics (4 obras) · Vocabulary (4 obras) · American Sign Language (3 obras)