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Journal of Deaf Studies and Deaf Education

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https://www.readbyqxmd.com/read/28180275/legal-rights-an-important-update
#1
Michael Steven Stein
No abstract text is available yet for this article.
February 9, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28180271/made-to-hear
#2
Sarah Ammerman
No abstract text is available yet for this article.
February 9, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28158684/interactive-reading-with-young-deaf-and-hard-of-hearing-children-in-ebooks-versus-print-books
#3
Loes Wauters, Evelien Dirks
No abstract text is available yet for this article.
January 31, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27965273/the-significance-of-deaf-identity-for-psychological-well-being
#4
Madeleine Chapman, Jesper Dammeyer
No abstract text is available yet for this article.
December 13, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27927687/working-together-with-families
#5
Janet R Jamieson
No abstract text is available yet for this article.
December 6, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27927686/concern-for-others-a-study-on-empathy-in-toddlers-with-moderate-hearing-loss
#6
Evelien Dirks, Lizet Ketelaar, Rosanne van der Zee, Anouk P Netten, Johan H M Frijns, Carolien Rieffe
Empathy, the ability to feel the emotions of others and respond affectively to these emotions, is an important factor in the development of social competence. The purpose of this study was to examine empathy levels in toddlers with moderate hearing loss (MHL) compared to toddlers with no hearing loss (nHL), and to explore the relation between language ability and empathy. We focused on affective empathy and the precursors of cognitive empathy. A total of 23 toddlers with MHL and 21 toddlers with nHL participated in the study...
December 6, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27927685/influences-on-facial-emotion-recognition-in-deaf-children
#7
Francesc Sidera, Anna Amadó, Laura Martínez
This exploratory research is aimed at studying facial emotion recognition abilities in deaf children and how they relate to linguistic skills and the characteristics of deafness. A total of 166 participants (75 deaf) aged 3-8 years were administered the following tasks: facial emotion recognition, naming vocabulary and cognitive ability. The children's teachers or speech therapists also responded to two questionnaires, one on children's linguistic-communicative skills and the other providing personal information...
December 6, 2016: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028046/table_of_contents
#8
(no author information available yet)
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028045/subscription
#9
(no author information available yet)
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028044/editorial_board
#10
(no author information available yet)
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028043/cover
#11
(no author information available yet)
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028042/mental-disorders-in-deaf-and-hard-of-hearing-adult-outpatients-a-comparison-of-linguistic-subgroups
#12
Beate Øhre, Maj Volden, Erik Falkum, Stephen von Tetzchner
Deaf and hard of hearing (DHH) individuals who use signed language and those who use spoken language face different challenges and stressors. Accordingly, the profile of their mental problems may also differ. However, studies of mental disorders in this population have seldom differentiated between linguistic groups. Our study compares demographics, mental disorders, and levels of distress and functioning in 40 patients using Norwegian Sign Language (NSL) and 36 patients using spoken language. Assessment instruments were translated into NSL...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28028041/in-memoriam-amy-hile
#13
EDITORIAL
Susan R Easterbrooks
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881479/barriers-and-facilitators-to-deaf-trauma-survivors-help-seeking-behavior-lessons-for-behavioral-clinical-trials-research
#14
Melissa L Anderson, Kelly S Wolf Craig, Douglas M Ziedonis
Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors' help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers' own words that could be applied to the design of behavioral clinical trials methodology...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27881478/the-magic-years-of-early-childhood
#15
Arlene Stredler Brown
No abstract text is available yet for this article.
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789553/the-transition-from-early-intervention-to-school-for-children-who-are-deaf-or-hard-of-hearing-administrator-perspectives
#16
Deirdre Curle, Janet Jamieson, Marla Buchanan, Brenda T Poon, Anat Zaidman-Zait, Nancy Norman
Although the transition from early intervention (EI) to school is a significant milestone in the lives of young children, little research to date has investigated this transition among children who are deaf or hard of hearing (D/HH). The aims of this study were to investigate the organizational policies, procedures, and guidelines that facilitate or hinder the transition from the EI system to the school system for children who are D/HH from the perspective of program administrators. Using the Enhanced Critical Incident Technique methodology, 146 incidents were extracted from 10 interviews and sorted into 10 helping, 9 hindering, and 5 wish list categories...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789552/fingerspelled-and-printed-words-are-recoded-into-a-speech-based-code-in-short-term-memory
#17
Zed Sevcikova Sehyr, Jennifer Petrich, Karen Emmorey
We conducted three immediate serial recall experiments that manipulated type of stimulus presentation (printed or fingerspelled words) and word similarity (speech-based or manual). Matched deaf American Sign Language signers and hearing non-signers participated (mean reading age = 14-15 years). Speech-based similarity effects were found for both stimulus types indicating that deaf signers recoded both printed and fingerspelled words into a speech-based phonological code. A manual similarity effect was not observed for printed words indicating that print was not recoded into fingerspelling (FS)...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27789551/american-sign-language-and-academic-english-factors-influencing-the-reading-of-bilingual-secondary-school-deaf-and-hard-of-hearing-students
#18
Jessica A Scott, Robert J Hoffmeister
For many years, researchers have sought to understand the reading development of deaf and hard of hearing (DHH) students. Guided by prior research on DHH and hearing students, in this study we investigate the hypothesis that for secondary school DHH students enrolled in American Sign Language (ASL)/English bilingual schools for the deaf, academic English proficiency would be a significant predictor of reading comprehension alongside ASL proficiency. Using linear regression, we found statistically significant interaction effects between academic English knowledge and word reading fluency in predicting the reading comprehension scores of the participants...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27686092/social-maturity-and-executive-function-among-deaf-learners
#19
Marc Marschark, William G Kronenberger, Mark Rosica, Georgianna Borgna, Carol Convertino, Andreana Durkin, Elizabeth Machmer, Kathryn L Schmitz
Two experiments examined relations among social maturity, executive function, language, and cochlear implant (CI) use among deaf high school and college students. Experiment 1 revealed no differences between deaf CI users, deaf nonusers, and hearing college students in measures of social maturity. However, deaf students (both CI users and nonusers) reported significantly greater executive function (EF) difficulties in several domains, and EF was related to social maturity. Experiment 2 found that deaf CI users and nonusers in high school did not differ from each other in social maturity or EF, but individuals who relied on sign language reported significantly more immature behaviors than deaf peers who used spoken language...
January 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/27624307/auditory-deprivation-does-not-impair-executive-function-but-language-deprivation-might-evidence-from-a-parent-report-measure-in-deaf-native-signing-children
#20
Matthew L Hall, Inge-Marie Eigsti, Heather Bortfeld, Diane Lillo-Martin
Deaf children are often described as having difficulty with executive function (EF), often manifesting in behavioral problems. Some researchers view these problems as a consequence of auditory deprivation; however, the behavioral problems observed in previous studies may not be due to deafness but to some other factor, such as lack of early language exposure. Here, we distinguish these accounts by using the BRIEF EF parent report questionnaire to test for behavioral problems in a group of Deaf children from Deaf families, who have a history of auditory but not language deprivation...
January 2017: Journal of Deaf Studies and Deaf Education
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