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The Magic Years of Early Childhood
<span class="paragraphSection">SpencerP. & KoesterL. S. (2016). <span style="font-style:italic;">Nurturing Language and Learning: Development of Deaf and Hard-of-Hearing Infants and Toddlers</span>. New York, NY: Oxford University Press. 404 pages. Paperback. $55.00</span> (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 histor...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Vocabulary and Grammar Differences Between Deaf and Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that ...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 in...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 aca...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Daily Stress, Hearing-Specific Stress and Coping: Self-reports from Deaf or Hard of Hearing Children and Children With Auditory Processing Disorder
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children. Within children with hearing problems, everyday stressors were...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
<span class="paragraphSection"><div class="boxTitle">Abstract</div>The present study describes the characteristics of students in Grades 3–12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (<span style="font-style:italic;">n</span> = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of ad...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Social Maturity and Executive Function Among Deaf Learners
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 d...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 methodolog...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Barriers and Facilitators to Deaf Trauma Survivors’ Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 methodolo...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Mental Disorders in Deaf and Hard of Hearing Adult Outpatients: A Comparison of Linguistic Subgroups
<span class="paragraphSection"><div class="boxTitle">Abstract</div>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 NS...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Subscription
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

In Memoriam: Amy Hile
<span class="paragraphSection">The field of deaf studies and deaf education lost a strong advocate for bilingual education with the sudden loss of Dr. Amy Hile. Her research and influence in the area of bilingual studies was clearly on the radar of many with an interest in bilingualism. Amy had just completed a review of the literature that she hoped to submit prior to her untimely death. At the encouragement of her colleagues and with the permission of her family, we considered publication of this review in her memory. As editor, I took the liberty of changing some minor grammatical issues such as verb tense and pro...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Source Type: research

The Magic Years of Early Childhood
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Brown, A. S. Tags: Book Reviews Source Type: research

The Transition From Early Intervention to School for Children Who Are Deaf or Hard of Hearing: Administrator Perspectives
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 hind...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Curle, D., Jamieson, J., Buchanan, M., Poon, B. T., Zaidman-Zait, A., Norman, N. Tags: Empirical Manuscript Source Type: research

Barriers and Facilitators to Deaf Trauma Survivors Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
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. In many ways, the themes that emerged were not wholly dissimilar from the...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Anderson, M. L., Wolf Craig, K. S., Ziedonis, D. M. Tags: Empirical Manuscript Source Type: research

Mental Disorders in Deaf and Hard of Hearing Adult Outpatients: A Comparison of Linguistic Subgroups
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. More signers were deaf than hard of hearing, did not share a common language with ...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Ohre, B., Volden, M., Falkum, E., von Tetzchner, S. Tags: Empirical Manuscript Source Type: research

Vocabulary and Grammar Differences Between Deaf and Hearing Students
The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that more than 80% of DHH children's vocabulary variance was explained by the other two co...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Takahashi, N., Isaka, Y., Yamamoto, T., Nakamura, T. Tags: Empirical Manuscript Source Type: research

Fingerspelled and Printed Words Are Recoded into a Speech-based Code in Short-term Memory
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). A manua...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Sehyr, Z. S., Petrich, J., Emmorey, K. Tags: Empirical Manuscript Source Type: research

American Sign Language and Academic English: Factors Influencing the Reading of Bilingual Secondary School Deaf and Hard of Hearing Students
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 comprehens...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Scott, J. A., Hoffmeister, R. J. Tags: Empirical Manuscript Source Type: research

Daily Stress, Hearing-Specific Stress and Coping: Self-reports from Deaf or Hard of Hearing Children and Children With Auditory Processing Disorder
This study evaluated stressors and coping strategies in 70 children who are deaf or hard of hearing (D/HH) or with auditory processing disorder (APD) attending Grades 5 and 6 of a school for deaf and hard-of-hearing children. Everyday general stressors and more hearing-specific stressors were examined in a hearing-specific modified stress and coping questionnaire. Reports were compared with normative data for hearing children. Regarding everyday general stressors, stress levels for children who are D/HH or with APD did not differ from those of hearing children. Within children with hearing problems, everyday stressors were...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Eschenbeck, H., Gille, V., Heim-Dreger, U., Schock, A., Schott, A. Tags: Empirical Manuscript Source Type: research

The Profiles of Students With Significant Cognitive Disabilities and Known Hearing Loss
The present study describes the characteristics of students in Grades 3–12 with significant cognitive disabilities (SCD) and known hearing loss. The study analyzed results of a survey of teachers of students with SCD (n = 38,367) who were slated to participate in an alternate assessment based on alternate achievement standards in 14 states in the United States. Analysis revealed similar profiles in academic achievement and symbolic language use combined with an increased incidence of additional sensory impairments among students with SCD and known hearing loss compared to their peers without known hearing loss. Resul...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Erickson, K., Quick, N. Tags: Empirical Manuscript Source Type: research

Social Maturity and Executive Function Among Deaf Learners
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...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Marschark, M., Kronenberger, W. G., Rosica, M., Borgna, G., Convertino, C., Durkin, A., Machmer, E., Schmitz, K. L. Tags: Empirical Manuscript Source Type: research

Auditory Deprivation Does Not Impair Executive Function, But Language Deprivation Might: Evidence From a Parent-Report Measure in Deaf Native Signing Children
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. For these children, the auditory deprivat...
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Hall, M. L., Eigsti, I.-M., Bortfeld, H., Lillo-Martin, D. Tags: Empirical Manuscript Source Type: research

In Memoriam: Amy Hile
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Authors: Easterbrooks, S. R. Tags: Editorials Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Subscription
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Cover
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 27, 2016 Category: Audiology Tags: Cover/Standing Material Source Type: research

Subscription
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Source Type: research

Editorial_Board
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Source Type: research

Bridging the Gap Between Theory and Practice for Promoting Social Competence in DHH Children: A Complete Package
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Wolters-Leermakers, N. Tags: Book Reviews Source Type: research

Why Deaf Culture Matters in Deaf Education
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Hoffman, D., Andrews, J. F. Tags: Book Reviews Source Type: research

What Parents Need to Know
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Russell, J. Tags: Book Reviews Source Type: research

Deaf Friendly and Culturally Affirmative Treatment Approaches
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Lytle, L. R. Tags: Book Reviews Source Type: research

Sign Language in Action by Jemina Napier and Lorraine Leeson
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Henner, J. Tags: Book Reviews Source Type: research

Rethinking Teaching and Learning Practices in a Visual and Bilingual Setting
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Quadros, R. Tags: Book Reviews Source Type: research

Effects on Deaf Patients of Medication Education by Pharmacists
In conclusion, adjusting the medication information provided by pharmacists according to the recipient’s reading level could help improve deaf patients’ knowledge; however, such measures might not increase deaf patients’ comprehension levels sufficiently. (Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Hyoguchi, N., Kobayashi, D., Kubota, T., Shimazoe, T. Tags: Empirical Manuscript Source Type: research

Adapting Experiential Learning to Develop Problem-Solving Skills in Deaf and Hard-of-Hearing Engineering Students
Individuals who are deaf and hard-of-hearing (DHH) are underrepresented in science, technology, engineering, and mathematics (STEM) professions, and this may be due in part to their level of preparation in the development and retention of mathematical and problem-solving skills. An approach was developed that incorporates experiential learning and best practices of STEM instruction to give first-year DHH students enrolled in a postsecondary STEM program the opportunity to develop problem-solving skills in real-world scenarios. Using an industrial engineering laboratory that provides manufacturing and warehousing environmen...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Marshall, M. M., Carrano, A. L., Dannels, W. A. Tags: Empirical Manuscript Source Type: research

Level of Educational Attainment Among Deaf Adults Who Attended Bilingual-Bicultural Programs
This study examined the level of educational attainment of 408 deaf individuals who attended primary school either before or during the period of bilingual–bicultural education in Denmark, both relative to a comparable hearing cohort. Beyond group comparisons, three logistic regression models were created to evaluate the prediction of educational attainment by a number of relevant variables. Compared to the hearing population, the deaf population had a significantly lower level of educational attainment both before and after the introduction of bilingual–bicultural education. Signed language and spoken language...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Dammeyer, J., Marschark, M. Tags: Empirical Manuscript Source Type: research

Development of American Sign Language Guidelines for K-12 Academic Assessments
The U.S. federal Every Student Succeeds Act (ESSA) was enacted with goals of closing achievement gaps and providing all students with access to equitable and high-quality instruction. One requirement of ESSA is annual statewide testing of students in grades 3–8 and once in high school. Some students, including many deaf or hard-of-hearing (D/HH) students, are eligible to use test supports, in the form of accommodations and accessibility tools, during state testing. Although technology allows accommodations and accessibility tools to be embedded within a digital assessment system, the success of this approach depends ...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Higgins, J. A., Famularo, L., Cawthon, S. W., Kurz, C. A., Reis, J. E., Moers, L. M. Tags: Empirical Manuscript Source Type: research

Cued Speech Transliteration: Effects of Speaking Rate and Lag Time on Production Accuracy
In this study, the accuracy of 12 Cued Speech (CS) transliterators with varying degrees of experience was examined at three different speaking rates (slow, normal, fast). Accuracy was measured with a high-resolution, objective metric in order to facilitate quantitative analyses of the effect of each factor on accuracy. Results showed that speaking rate had a large negative effect on accuracy, caused primarily by an increase in omitted cues, whereas the effect of lag time on accuracy, also negative, was quite small and explained just 3% of the variance. Increased experience level was generally associated with increased accu...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Krause, J. C., Tessler, M. P. Tags: Empirical Manuscript Source Type: research

Articulatory Suppression Effects on Short-term Memory of Signed Digits and Lexical Items in Hearing Bimodal-Bilingual Adults
We can gain a better understanding of short-term memory processes by studying different language codes and modalities. Three experiments were conducted to investigate: (a) Taiwanese Sign Language (TSL) digit spans in Chinese/TSL hearing bilinguals (n = 32); (b) American Sign Language (ASL) digit spans in English/ASL hearing bilinguals (n = 15); and (c) TSL lexical sign spans in Chinese/TSL hearing bilinguals (n = 22). Articulatory suppression conditions were manipulated to determine if participants would use a speech- or sign-based code to rehearse lists of signed items. Results from all 3 experiments showed that oral supp...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Liu, H. T., Squires, B., Liu, C. J. Tags: Empirical Manuscript Source Type: research

Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing
Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all children acquired the targeted skills and demonstrated high levels of generalization of these skills to untrained context. Implications for teaching young children who are D/HH us...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Richels, C. G., Schwartz, K. S., Bobzien, J. L., Raver, S. A. Tags: Empirical Manuscript Source Type: research

The Self-Concept of Deaf/Hard-of-Hearing and Hearing Students
The present study investigated the self-concept of deaf and hard-of-hearing (DHH) students in different educational settings compared with those of hearing students in Ethiopia. The research involved a sample of 103 Grade 4 students selected from 7 towns in Ethiopia. They were selected from a special school for the deaf, a special class for the deaf, and a regular school. The Self-Description Questionnaire I (Marsh, 1990) was used to measure the children’s self-concept. The study results indicated that, in comparison with their hearing peers, DHH students had a lower self-concept in the areas of general self, general...
Source: Journal of Deaf Studies and Deaf Education - September 1, 2016 Category: Audiology Authors: Mekonnen, M., Hannu, S., Elina, L., Matti, K. Tags: Empirical Manuscript Source Type: research