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The impact of print exposure on deaf student literacy. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-23 Stéphanie Colin,Jean Ecalle,Annie Magnan
Recent studies suggest that benefiting early from both a cochlear implant (CI) and exposure to cued speech (CS, support system for the perception of oral language) positively impacts deaf children's speech perception, speech intelligibility, and reading. This study aims to show how: 1/CS-based speech perception ("cue reading"), and speech intelligibility might also constitute precise measures for determining
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Deaf and Hard of Hearing Multilingual Learners. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Chidinma Amadi,Joanna Cannon,Caroline Guardino
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The science of reading and deaf education. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Rachael Gabriel
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Speech production skills of bilingual children using cochlear implants. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Pauline van der Straten Waillet,Kathryn Crowe,Brigitte Charlier,Cécile Colin
Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4-11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical
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Parental self-efficacy and early language development in deaf and hard-of-hearing children J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-15 Carrie A Davenport, Elaine Smolen, Irina Castellanos, Evelien Dirks, Derek M Houston
This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children’s spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children’s language abilities
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Language and executive function in Mandarin-speaking deaf and hard-of-hearing children aged 3–5 J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-15 Yuchen Pan, Yongtao Xiao
The study aimed to explore spoken language and executive function (EF) characteristics in 3–5-year-old prelingually deaf and hard-of-hearing (DHH) children, and evaluate the impact of demographic variables and EF on spoken language skills. 48 DHH children and 48 typically developing children who use auditory-oral communication were recruited. All participants underwent EF tests, including auditory
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Correction to: Deaf role-models for Deaf children in hearing families: a scoping review. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-12
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An investigation on the face inversion effect in deaf children. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-08-17 Yunxiang Zhang,Huizhong He,Lixin Yi
The face inversion effect is an important indicator of holistic face perception and reflects the developmental level of face processing. This study examined the face inversion effect in deaf or hard of hearing (DHH) children aged 7-17 using the face dimensions task. This task uses photographic images of a face, in which configural and featural information in the eye and mouth regions have been parametrically
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Reading metacomprehension of Spanish deaf and hard-of-hearing students J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-08-11 Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña
Difficulties in monitoring reading comprehension result in poor comprehension. One key aspect of monitoring is metacomprehension, which refers to one’s awareness of one’s own reading comprehension. Previous studies have observed difficulties in metacomprehension among the deaf or hard-of-hearing (DHH) population. This study aims to determine whether the metacomprehension of DHH students corresponds
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Deaf role-models for Deaf children in hearing families: a scoping review J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-08-10 Angela Joy, Susan Ledger, Jill Duncan
The use of Deaf role-models (DRMs) with Deaf children born into hearing families is a practice aimed at improving outcomes for Deaf children, yet there is little peer-reviewed research available to influence future direction of such. This scoping review directs attention to available research on DRMs as a socio-linguistic and cultural viewpoint for balancing a predominantly audiological approach for
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Correction to: Literacy and signing deaf students: a multi-national scoping review. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-08-05
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Correction to: Deaf adolescents' quality of life: a questionnaire in Italian Sign Language. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-07-03
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Comparing Deaf/Hard-of-Hearing Children’s Oral Narratives Using Movies and Static Books J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-26 Jane Puhlman, Carla Wood
Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using
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Correction to: Early access to language supports number mapping skills in deaf children. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-24
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The interpreter's role and deaf students' autonomy in mainstream classrooms. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-24 Lisa M Prinzi
This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy
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Motor adaptation in deaf and hearing native signers. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-24 Anna-Lena Stroh,Krista E Overvliet,Björn Zierul,Frank Rösler,Brigitte Röder
Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor
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Correction to: Deaf children, home language environments, and reciprocal-contingent family interactions. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-24
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Literacy and signing deaf students: a multi-national scoping review. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Hannah Dostal,Jessica Scott,Ana Gediel,Shirley Vilhalva,Camila Gasparin
Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf
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Deaf adolescents’ quality of life: a questionnaire in Italian Sign Language J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-06-20 Manuela Gragnaniello, Gabriele Gianfreda, Barbara Pennacchi, Tommaso Lucioli, Alessandra Resca, Elena Tomasuolo, Pasquale Rinaldi
For some deaf people, sign language is the preferred language, the one in which they feel most comfortable. However, there are very few assessment tools developed or adapted for sign languages. The aim of this study was to translate and adapt in Italian Sign Language (LIS) the Italian version of the Youth Quality of Life Instrument—Deaf and Hard of Hearing Module (YQOL-DHH). The YQOL-DHH is a questionnaire
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Ethics of research engagement with Deaf people. A qualitative evidence synthesis. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Tomasz Krawczyk,Jan Piasecki,Mateusz Wasylewski,Marcin Waligora
In this article, we explore ethical issues of Deaf people's engagement in research. To focus on the perspectives of Deaf people, we investigated existing qualitative and mixed methods research within a qualitative evidence synthesis. Our synthesis is based on a systematic database search (Scopus, PubMed) and reference check of included papers which resulted in 27 eligible papers. We analyzed the data
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The role of grit in thinking styles and academic major satisfaction. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Sanyin Cheng,Li Deng,Jiaqi Li
Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation
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Barriers Experienced by First Nations Deaf People in the Justice System. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-09-20 Brent C Elder,Karen Soldatić,Michael A Schwartz,Jody Barney,Damien Howard,Patrick McGee
Anecdotal evidence strongly suggests that members of the First Nations Deaf community experience more barriers when engaging with the criminal justice system than those who are not deaf. Therefore, our purpose for writing this article is to highlight legal and policy issues related to First Nations Deaf people, including perspectives of professionals working with these communities, living in Australia
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Cross-modal digit span and vocabulary proficiency in deaf or hard-of-hearing children J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-05-28 Ming Lo, Yi-Xiu Lin, Chih-Wei Hue, Shiou-Yuan Chen, Tzu-Ya Wang, Pei-Hua Chen
This study aims to examine the relationship between vocabulary proficiency and short-term memory capacity in deaf or hard-of-hearing (DHH) children. We test the hypothesis that the relationship between vocabulary skills and digit span performance could be strengthened when the digit span task encompasses cross-modal integration processes. A group of DHH children performed two types of auditory digit
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Deaf/hard of hearing students’ experiences with higher education’s real-time captioning services J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-05-20 Aaron J Jolly, Cassidy E Macfarlane, Brittan A Barker
Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students’ access information and communication in certain classroom settings. However, there is limited knowledge of DHH students’ direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences
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Conversation and pragmatics in children who are hard-of-hearing: a scoping review J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-05-17 Jenna Bongioletti, Maree Doble, Alison Purcell
Technological and therapeutic advances have allowed many children who are born hard-of-hearing (HoH) to start school with age-appropriate spoken language skills, yet many of these children continue to find everyday conversations challenging. This scoping review maps the evidence related to development of conversation and pragmatic skills in children who are HoH and learning spoken language. The review
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Supporting inference-making in school-aged deaf and hard-of-hearing children. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Michella Basas
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Interactive storybook reading to enhance language, literacy, and social-emotional skills. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Loes Wauters,Evelien Dirks
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Validity and reliability of the ERSA questionnaire in Turkish. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Hüseyin Öztürk,Mustafa Karabulut,Mine Baydan-Aran,Suna Tokgöz-Yılmaz
This methodological study aimed to assess the validity and reliability of the Turkish version of the Evaluation of the Impact of Hearing Loss in Adults (ERSA) questionnaire for individuals with treated hearing loss. The study involved 200 participants, and both exploratory factor analysis and confirmatory factor analysis were used to examine structural validity. External validity was assessed by correlating
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Writing instruction with grade-level/college-bound secondary deaf students. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Kimberly Wolbers,Hannah Dostal,Leala Holcomb,Kelsey Spurgin
In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels
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Linguistic identity in multigenerational ethnic minority/ethnically heterogeneous deaf families. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Emese Belenyi,Gavril Flora
This paper discusses language use and identity patterns in ethnic minority/ethnically heterogeneous multigenerational deaf families in Romania, where at least one of the family members belongs to the ethnic Hungarian minority. Early childhood and school linguistic socialization, language use within the family, and cross-generational transmission of identity to children are explored. The research is
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Measuring speech intelligibility with deaf and hard-of-hearing children: A systematic review. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Harpa Stefánsdóttir,Kathryn Crowe,Egill Magnússon,Mark Guiberson,Thora Másdóttir,Inga Ágústsdóttir,Ösp V Baldursdóttir
There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods
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Resolving syntactic–semantic conflicts: comprehension and processing patterns by deaf Chinese readers J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-05 Qi Cheng, Xu Yan, Lujia Yang, Hao Lin
The current study combined sentence plausibility judgment and self-paced reading tasks to examine the comprehension strategies and processing patterns of Chinese deaf individuals when comprehending written Chinese sentences with syntactic–semantic cue conflicts. Similar to findings from previous crosslinguistic studies on deaf readers, the Chinese deaf readers showed great variability in their comprehension
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Guiding Values. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Mary Pat Moeller,Amy Szarkowski,Elaine Gale,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,,Daniel Holzinger
This article is the second of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. Five foundational values that guide FCEI-DHH are described, providing an evidence-informed, conceptual context for the 10 FCEI-DHH Principles and other articles presented in this issue. These values are applicable
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Introduction. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Mary Pat Moeller,Elaine Gale,Amy Szarkowski,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,,Daniel Holzinger
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Cultural & Global Implications. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Amy Szarkowski,Mary Pat Moeller,Elaine Gale,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,Daniel Holzinger,
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Preface and Acknowledgements. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Marilyn Sass-Lehrer,Mary Pat Moeller,Amy Szarkowski
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Structure Principles. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Amy Szarkowski,Elaine Gale,Mary Pat Moeller,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,,Daniel Holzinger
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Foundation Principles. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Mary Pat Moeller,Elaine Gale,Amy Szarkowski,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,Daniel Holzinger,
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Call to Action. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Amy Szarkowski,Bianca C Birdsey,Trudy Smith,Mary Pat Moeller,Elaine Gale,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,Daniel Holzinger
This Call to Action is the eighth and final article in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. Collectively, these articles highlight evidence-informed actions to enhance family well-being and to optimize developmental outcomes among children who are DHH. This Call to Action outlines actionable
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Support Principles. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Amy Szarkowski,Mary Pat Moeller,Elaine Gale,Trudy Smith,Bianca C Birdsey,Sheila T F Moodie,Gwen Carr,Arlene Stredler-Brown,Christine Yoshinaga-Itano,,Daniel Holzinger
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles
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Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH): Methods J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-29 Sheila T F Moodie, Mary Pat Moeller, Amy Szarkowski, Elaine Gale, Trudy Smith, Bianca C Birdsey, Gwen Carr, Arlene Stredler-Brown, Christine Yoshinaga-Itano, Daniel Holzinger
This is the fourth article in a series of eight that comprise a special issue on family-centered early intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, FCEI-DHH. This article describes the co-production team and the consensus review method used to direct the creation of the 10 Principles described in this special issue. Co-production is increasingly being used
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Effect of sample length on MLU in Mandarin-speaking hard-of-hearing children J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-27 Chia-Ying Chu, Pei-Hua Chen, Yi-Shin Tsai, Chieh-An Chen, Yi-Chih Chan, Yan-Jhe Ciou
This study investigated the impact of language sample length on mean length of utterance (MLU) and aimed to determine the minimum number of utterances required for a reliable MLU. Conversations were collected from Mandarin-speaking, hard-of-hearing and typical-hearing children aged 16–81 months. The MLUs were calculated using sample sizes ranging from 25 to 200 utterances. The results showed that for
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Survey of collaboration supporting students who are deaf and hard of hearing J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-27 Samantha J Gustafson, Elsa Newsome, Nicole Pilling, Emilee Segura
Collaboration between teachers of students who are deaf and hard of hearing (TSDHH) and educational audiologists is essential when developing successful, comprehensive service delivery plans for students who are deaf and hard of hearing. Despite the importance, little is known about how these two professions work together. This study sought to describe the current state of collaboration between educational
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The effect of retrieval practice on vocabulary learning for DHH children J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-02-08 Casey K Reimer, Heather Grantham, Andrew C Butler
On average, deaf and hard-of-hearing (DHH) children have difficulty developing expressive spoken vocabulary comparable to hearing peers. Yet, there are no evidence-based practices to guide classroom instruction for teachers of the deaf. Retrieval practice—a robust learning strategy—has been shown to improve children’s retention of vocabulary, but it has not been investigated with DHH children who use
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The historical demography of the Martha’s Vineyard signing community J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-01-30 Justin M Power, Richard P Meier
The deaf population of Martha’s Vineyard has fascinated scholars for more than a century since Alexander Graham Bell’s research on the frequent occurrence of deafness there and since Groce’s book on the island’s signing community (Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha’s Vineyard. Cambridge, MA: Harvard University Press.). In Groce’s work, and in that
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Expressive vocabulary word categories of children who are deaf and hard-of-hearing J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-01-19 Andrea D Warner-Czyz, Sean R Anderson, Sarah Graham, Kristin Uhler
This study investigated the acquisition of early expressive vocabulary among young children who are deaf and hard-of-hearing (DHH; n = 68) using auditory technology (hearing aids and cochlear implants). Parents completed a standardized vocabulary checklist, which allowed analyses of (i) the size of their child’s spoken vocabulary; (ii) composition of the expressive lexicon (e.g., parts of speech such
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Developing expressive language skills of deaf students through specialized writing instruction J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-01-15 Kimberly A Wolbers, Hannah M Dostal, Leala Holcomb, Kelsey Spurgin
Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students’ language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical
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Deaf patients’ preferred communication in clinical settings: implications for healthcare providers J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-31 Sarah Hall, Michael Ballard
Deaf patients who communicate in American Sign Language (ASL) experience communication challenges leading to medical errors, treatment delays, and health disparities. Research on Deaf patient communication preferences is sparse. Researchers conducted focus groups based on the Health Belief Model with culturally Deaf patients and interpreters. The ASL focus groups were interpreted and transcribed into
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Deaf children, home language environments, and reciprocal–contingent family interactions J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-30 Oscar L Ocuto
Engaged communication between mother and a child in their early developmental stages is one of the predictors of children’s development of higher-order thinking skills. For deaf children, this engaged communication between mother and child hinges on the home language environment (HLE) being fully accessible to the child. This research uses agogical phenomenology in exploring the lived experiences of
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ISL-Signing Mothers’ Practices for Boosting Hearing-Signing Children’s Engagement in Shared Reading J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-24 Orit Fuks
This longitudinal multiple-case study research focused on the scaffolding strategies that two Israeli deaf mothers use to boost their young hearing children’s engagement in reading interactions. Despite being significant to language learning, few studies have examined the dialogic reading practices of deaf-signing mothers. The study shows that until the age of 22 months, the mothers shared picture
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Early access to language supports number mapping skills in deaf children. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-20 Kristin Walker,Emily Carrigan,Marie Coppola
The ability to associate different types of number representations referring to the same quantity (symbolic Arabic numerals, signed/spoken number words, and nonsymbolic quantities), is an important predictor of overall mathematical success. This foundational skill-mapping-has not been examined in deaf and hard-of-hearing (DHH) children. To address this gap, we studied 188 4 1/2 to 9-year-old DHH and
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Sign language delays in deaf 3- to 5-year-olds with deaf parents J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-12 Donna A Morere, Thomas E Allen, Maura Jaeger, Dana Winthrop
Research has demonstrated that deaf children of deaf signing parents (DOD) are afforded developmental advantages. This can be misconstrued as indicating that no DOD children exhibit early language delays (ELDs) because of their early access to a visual language. Little research has studied this presumption. In this study, we examine 174 ratings of DOD 3- to 5-year-old children, for whom signing in
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Sign language usage of deaf or hard of hearing Sri Lankans J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-12-11 Leeljanaka S K Udugama, Rohan Nethsinghe, Jane Southcott, Sampath Kularathna, T D T Leslie Dhanapala, K Anoma C Alwis
In Sri Lanka, about 300,000 Sinhala speaking people are either deaf or hard of hearing (DHH) and would benefit from a common Sinhala sign language, technological resources such as captioning, and educational and social support. There is no fully developed common sign language for members of the Sinhalese community, a severe shortage of sign language interpreters, and few resources for teachers. This
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Academic verb knowledge of DHH college students and their hearing peers. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Gerald P Berent,Ronald R Kelly,Susan P Rizzo,Zhong Chen,Tanya Schueler-Choukairi,Kimberly Persky,Kathryn L Schmitz,Stanley Van Horn
This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with
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Using a Language Community to Unlock the Abstractness of Signed Language. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Scott Cohen
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The quality of teaching behaviors in learning environments of DHH students. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 M Christina Rivera,Jennifer A Catalano,Lee Branum-Martin,Amy R Lederberg,Shirin D Antia
Classrooms are complex learning environments, with instruction, climate, and teacher-student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being
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The role of parents in early intervention. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Carrie A Davenport,Elaine R Smolen
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Syntax intervention in American Sign Language: an exploratory case study. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Kimberly Ofori-Sanzo,Leah Geer,Kinya Embry
This case study describes the use of a syntax intervention with two deaf children who did not acquire a complete first language (L1) from birth. It looks specifically at their ability to produce subject-verb-object (SVO) sentence structure in American Sign Language (ASL) after receiving intervention. This was an exploratory case study in which investigators utilized an intervention that contained visuals
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Supporting home language access using Cued Speech. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2024-03-17 Stephanie J Gardiner-Walsh,Karla Giese
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Correction to: Emotion recognition and false belief in deaf or hard-of-hearing preschool children. J. Deaf Stud. Deaf Educ. (IF 1.7) Pub Date : 2023-10-19