5. hodina: týden od 16. do 22. března 2020 (tématem týdne je prstová abeceda v odborných článcích; tímto máme uzavřené téma PA a PAZ)

Alawad, H., Musyoka, M. (2018). Examining the Effectiveness of Fingerspelling in Improving the Vocabulary and Literacy Skills of Deaf Students. Creative Education, 9, 456–468. [on-line; cit. 2019-02-06]. DOI: 10.4236/ce.2018.93032.

Allen, T. E. (2015). ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children. Sign Language Studies, 15, 233–265. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1353/sls.2015.0006.

Emmorey, K., Petrich, J. F. (2012). Processing Orthographic Structure: Associations between Print and Fingerspelling. Journal of Deaf Studies and Deaf Education, 17, 194–204. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1093/deafed/enr051.

Fingerspelling Our Way to Reading. University of Colorady Boulder. Webová stránka projektu. [on-line; cit. 2019-02-06]. DOI: https://www.colorado.edu/program/fingerspelling/our-research.

Haptonstall-Nykaza, T. S., Schick, B. (2007). The Transition from Fingerspelling to English Print: Facilitating English Decoding. Journal of Deaf Studies and Deaf Education, 12, 172–183. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1093/deafed/enm003.

Humphries, T., MacDougall, F. (1999). “Chaining” and Other Links: Making Connections between American Sign Language and English in Two Types of School Settings. Visual Anthropology Review, 15, 84–94. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1525/var.2000.15.2.84.

KAŠPAŘÍKOVÁ, K. (2009). Prstová abeceda a její využití v mateřských školách pro sluchově postižené. Diplomová práce. Brno: MU.

MACUROVÁ, A., NOVÁKOVÁ, R. (2008). Poznáváme český znakový jazyk. Český znakový jazyk v kontaktu. Speciální pedagogika, 18(4), 278–298.

MONTEMURRO, K., BRENTARI, D. (2018). Emphatic fingerspelling as code-mixing in American Sign Language. Proceedings of the Linguistic Society of America, 61(3), 1–13. [on-line; cit. 2019-02-06]. DOI: http://dx.doi.org/10.3765/plsa.v3i1.4357.

NAJMANOVÁ, M. (2004). Variabilita komunikačních strategií učitelů v základních školách pro sluchově postižené, které se hlásí k filozofii totální komunikace. Bakalářská práce. Praha, UK.

PADDEN, C. A., GUNSAULS, D. C. (2003). How the Alphabet Came to Be Used in a Sign Language. Sign Language Studies, 4(1), 10–33. [on-line; cit. 2019-02-06]. DOI: 10.1353/sls.2003.0026.

Puente, A., Alvarado, J., Herrera, V. (2006). Fingerspelling and Sign Language as Alternative Codes for Reading and Writing Words for Chilean Deaf Signers. American Annals of the Deaf, 151, 299–310. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1353/aad.2006.0039.

Quinto-Pozos, D., Reynolds, W. (2012). ASL Discourse Strategies: Chaining and Connecting: Explaining across Audiences. Sign Language Studies, 12, 41–65. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1353/sls.2011.0021.

Roos, C. (2013). Young Deaf Children’s Fingerspelling in Learning to Read and Write: An Ethnographic Study in a Signing Setting. Deafness & Education International, 15, 149–178. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1179/1557069X13Y.0000000020.

Staden, A., & Roux, N. (2010). The Efficacy of Fingerspell Coding and Visual Imaging Techniques in Improving the Spelling Proficiency of Deaf Signing Elementary-Phase Children: A South African Case Study. Journal of Developmental & Physical Disabilities, 22, 581–594. [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1007/s10882-010-9196-y.

Stone, A., Kartheiser, G., Hauser, P. C., Petitto, L.-A., Allen, T. E. (2015). Fingerspelling as a Novel Gateway into Reading Fluency in Deaf Bilinguals. PLoS ONE, 10(10). [on-line; cit. 2019-02-06]. DOI: https://doi.org/10.1371/journal.pone.0139610.

ŠIMČÍKOVÁ, Z. (2012). Prstová abeceda a její role ve vzdělávání žáků se sluchovým postižením na 1. stupni základní školy. Bakalářská práce. Olomouc: UP.

Williams, J., Darcy, I., Newman, S. (2015). Fingerspelling and Print Processing Similarities in Deaf and Hearing Readers. Journal of Language and Literature, 6, 56–65. [on-line; cit. 2019-02-06]. DOI: 10.7813/jll.2015/6-1/12.