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Journal of Deaf Studies and Deaf Education

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https://www.readbyqxmd.com/read/29228307/superordinate-precision-an-examination-of-academic-writing-among-bilingual-deaf-and-hard-of-hearing-students
#1
Jessica A Scott, Robert J Hoffmeister
Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision, the taxonomical categorization of a term...
December 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29228241/speech-intelligibility-and-personality-peer-ratings-of-young-adults-with-cochlear-implants
#2
Valerie Freeman
Speech intelligibility, or how well a speaker's words are understood by others, affects listeners' judgments of the speaker's competence and personality. Deaf cochlear implant (CI) users vary widely in speech intelligibility, and their speech may have a noticeable "deaf" quality, both of which could evoke negative stereotypes or judgments from peers. In this study, college students with typical hearing (TH) used semantic differential scales to rate speech samples of highly-intelligible TH young adults and age-matched CI users with high or low intelligibility (CI-Hi, CI-Lo) on personality traits related to competence (intelligence, achievement), friendship skills (friendliness, popularity), and attractiveness as a friend (extraversion, dependability)...
December 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29096023/school-aged-children-with-mild-bilateral-and-unilateral-hearing-loss-parents-reflections-on-services-experiences-and-outcomes
#3
Viviane Grandpierre, Elizabeth M Fitzpatrick, Eunjung Na, Oreen Mendonca
Following the establishment of newborn hearing screening programs, age of identification and length of time before receiving interventions has been reduced for children, including those with milder degrees of hearing loss who were previously not identified until school age. This population of early-identified children requires new support programs for parents. Although literature is emerging on how parents experience the initial years, there is limited information on support needs during early school years...
October 31, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29040624/altering-practices-to-include-bimodal-bilingual-asl-spoken-english-programming-at-a-small-school-for-the-deaf-in-canada
#4
Karen Priestley, Charlotte Enns, Shauna Arbuckle
Bimodal-bilingual programs are emerging as one way to meet broader needs and provide expanded language, educational and social-emotional opportunities for students who are deaf and hard of hearing (Marschark, M., Tang, G. & Knoors, H. (Eds). (2014). Bilingualism and bilingual Deaf education. New York, NY: Oxford University Press; Paludneviciene & Harris, R. (2011). Impact of cochlear implants on the deaf community. In Paludneviciene, R. & Leigh, I. (Eds.), Cochlear implants evolving perspectives (pp. 3-19)...
October 13, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29040615/exploring-cascading-effects-of-multimodal-communication-skills-in-infants-with-hearing-loss
#5
Megan Y Roberts, Lauren H Hampton
Infants and toddlers with hearing loss (HL) are at risk for developing communicative delays that can have a substantial lasting effect. Understanding child characteristics that may be targeted in early intervention is essential to maximizing communicative outcomes in children with HL. Among the most malleable predictors of communication skills include maternal responsivity, gestures, and vocalizations. The purpose of this study was to examine the relationship among maternal responsivity, prelinguistic communication skills and expressive vocabulary in children with HL...
October 13, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29040702/literacy-outcomes-in-deaf-students-with-cochlear-implants-current-state-of-the-knowledge
#6
Connie Mayer, Beverly J Trezek
The purpose of this paper is to examine the available peer-reviewed research regarding literacy achievement in deaf children with cochlear implants. A related goal is to identify gaps in the empirical literature and suggest directions for future research. Included in this review are studies that exclusively report reading and writing outcomes for groups of students. A total of 21 studies were identified, representing those published over approximately a 20-year time period (1997-2016) and collectively reporting the literacy outcomes for over 1,000 cochlear implant users...
October 5, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961874/computerized-sign-language-based-literacy-training-for-deaf-and-hard-of-hearing-children
#7
Emil Holmer, Mikael Heimann, Mary Rudner
Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961873/special-section-on-multimodal-multilingual-development-of-dhh-learners
#8
Matthew W G Dye, Karen Emmorey
This issue begins the inclusion of a series of articles on multimodal, multilingual communication development. This special section is intended to run for two or three issues, with two or three contributions in each issue.
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961872/achievement-language-and-technology-use-among-college-bound-deaf-learners
#9
Kathryn Crowe, Marc Marschark, Jesper Dammeyer, Christine Lehane
Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961871/multisensory-interference-in-early-deaf-adults
#10
Benedetta Heimler, Francesca Baruffaldi, Claudia Bonmassar, Marta Venturini, Francesco Pavani
Multisensory interactions in deaf cognition are largely unexplored. Unisensory studies suggest that behavioral/neural changes may be more prominent for visual compared to tactile processing in early deaf adults. Here we test whether such an asymmetry results in increased saliency of vision over touch during visuo-tactile interactions. About 23 early deaf and 25 hearing adults performed two consecutive visuo-tactile spatial interference tasks. Participants responded either to the elevation of the tactile target while ignoring a concurrent visual distractor at central or peripheral locations (respond to touch/ignore vision), or they performed the opposite task (respond to vision/ignore touch)...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961870/cued-speech-and-the-development-of-reading-in-english-examining-the-evidence
#11
Beverly J Trezek
Even though Cued Speech has been a communication option for 50 years, it has not been widely adopted among users of English or in the country where it was created (i.e., the United States). This situation has led scholars and practitioners in the field of deafness to question whether the original intent of creating this system has been realized and if there is an adequate research base to support the use of Cued Speech in developing English reading abilities. The purpose of this review was to examine the available research to determine whether there is evidence available to address the persistent questions about Cued Speech and English...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28961869/cued-speech-transliteration-effects-of-accuracy-and-lag-time-on-message-intelligibility
#12
Jean C Krause, Katherine A Lopez
This paper is the second in a series concerned with the level of access afforded to students who use educational interpreters. The first paper (Krause & Tessler, 2016) focused on factors affecting accuracy of messages produced by Cued Speech (CS) transliterators (expression). In this study, factors affecting intelligibility (reception by deaf consumers) of those messages is explored. Results for eight highly skilled receivers of CS showed that (a) overall intelligibility (72%) was higher than average accuracy (61%), (b) accuracy had a large positive effect on intelligibility, accounting for 26% of the variance, and (c) the likelihood that an utterance reached 70% intelligibility as a function of accuracy was sigmoidal, decreasing sharply for accuracy values below 65%...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28586425/mothers-of-deaf-children-in-the-21st-century-dynamic-positioning-between-the-medical-and-cultural-linguistic-discourses
#13
Liesbeth Matthijs, Stefan Hardonk, Jasmina Sermijn, Martine Van Puyvelde, Greg Leigh, Mieke Van Herreweghe, Gerrit Loots
Traditional research examining the communicational choices made by families with deaf children tends to emanate from the premise that families engage with either of the two grand discourses on deafness (i.e., the medical or cultural-linguistic perspective). This study investigated hearing mother's engagement with the educational options for their child from a dynamic, poststructural perspective. Three Flemish mothers were interviewed in-depth at the child's ages of 6, 9, 12, 18, and 24 months. The data were analyzed within a theoretical model that describes the positioning process of the mothers...
October 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/29036331/early-reading-development-in-chinese-speaking-children-with-hearing-loss
#14
Yi-Chih Chan, You-Jhen Yang
This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two linguistic-comprehension measures: receptive vocabulary knowledge and listening comprehension; and one reading comprehension measure. Three demographic variables pertinent to children with HL were also taken into account...
September 28, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28927231/leadership-succession-future-proofing-pipelines
#15
Saul Taylor, Howard Youngs
The challenges in deaf education illustrate the requirement and importance of leadership in this specialized field. The significant and impending talent depletion unfolding as baby-boomers retire, positions leadership succession planning as a strategic issue. This mixed methods study is the first of its kind in New Zealand. The aim is to understand leadership demographics and assumptions to determine the need for strategic succession planning to identify and address leaky pipelines. The findings from 82% of the deaf education workforce through a questionnaire and interviews with seven senior leaders reveal that senior leaders do not appear aware of four key areas that dissuade and shrink the pool of potential leadership aspirants...
September 12, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28977622/face-recognition-is-shaped-by-the-use-of-sign-language
#16
ChloƩ Stoll, Richard Palluel-Germain, Roberto Caldara, Junpeng Lao, Matthew W G Dye, Florent Aptel, Olivier Pascalis
Previous research has suggested that early deaf signers differ in face processing. Which aspects of face processing are changed and the role that sign language may have played in that change are however unclear. Here, we compared face categorization (human/non-human) and human face recognition performance in early profoundly deaf signers, hearing signers, and hearing non-signers. In the face categorization task, the three groups performed similarly in term of both response time and accuracy. However, in the face recognition task, signers (both deaf and hearing) were slower than hearing non-signers to accurately recognize faces, but had a higher accuracy rate...
September 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28977584/longitudinal-associations-between-bullying-and-emotions-in-deaf-and-hard-of-hearing-adolescents
#17
Evelien Broekhof, Marieke G N Bos, Marina Camodeca, Carolien Rieffe
In hearing adolescents, emotions play important roles in the development of bullying and victimization. Yet, it is unclear whether this also applies to adolescents who are deaf or hard of hearing (DHH). The present study examines the longitudinal associations of anger, fear, guilt, and shame with bullying/victimization in DHH adolescents. Overall, 80 DHH and 227 hearing adolescents (Mage = 11.7; 103 males) completed self-reports on two occasions with a 9-month interval. Outcomes show that DHH adolescents reported fewer bullying behaviors, but more victimization compared to hearing adolescents...
September 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28977414/language-and-psychosocial-functioning-among-deaf-learners-with-and-without-cochlear-implants
#18
Marc Marschark, Elizabeth Machmer, Linda J Spencer, Georgianna Borgna, Andreana Durkin, Carol Convertino
Various studies have examined psychosocial functioning and language abilities among deaf children with and without cochlear implants (CIs). Few, however, have explored how relations among those abilities might change with age and setting. Most relevant studies also have failed to consider that psychosocial functioning among both CI users and nonusers might be influenced by having language abilities in both signed and spoken language. The present investigation explored how these variables might influence each other, including the possibility that deaf individuals' psychosocial functioning might be influenced differentially by perceived and actual signed and spoken language abilities...
September 8, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28586433/speech-intelligibility-and-psychosocial-functioning-in-deaf-children-and-teens-with-cochlear-implants
#19
Valerie Freeman, David B Pisoni, William G Kronenberger, Irina Castellanos
Deaf children with cochlear implants (CIs) are at risk for psychosocial adjustment problems, possibly due to delayed speech-language skills. This study investigated associations between a core component of spoken-language ability-speech intelligibility-and the psychosocial development of prelingually deaf CI users. Audio-transcription measures of speech intelligibility and parent reports of psychosocial behaviors were obtained for two age groups (preschool, school-age/teen). CI users in both age groups scored more poorly than typically hearing peers on speech intelligibility and several psychosocial scales...
July 1, 2017: Journal of Deaf Studies and Deaf Education
https://www.readbyqxmd.com/read/28575479/the-effect-of-word-frequency-on-phonemic-accuracy-in-children-with-cochlear-implants-and-peers-with-typical-levels-of-hearing
#20
Jolien Faes, Joris Gillis, Steven Gillis
The frequency of occurrence of words and sounds has a pervasive influence on typically developing children's language acquisition. For instance, highly frequent words appear earliest in a child's lexicon, and highly frequent phonemes are produced more accurately. This study evaluates (a) whether word frequency influences word accuracy and (b) whether this is also the case for children with a history of auditory deprivation. More specifically, the influence of word frequency on phonemic accuracy is examined in deaf children with a cochlear implant (CI), and compared to age-matched children with typical hearing, between word onset and age 7...
July 1, 2017: Journal of Deaf Studies and Deaf Education
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