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Journal of Deaf Studies and Deaf Education

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Reflections on Bilingual Parenting
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Schley, S. Tags: Book Reviews Source Type: research

Violence Against Deaf Women: Effect of Partner Hearing Status
Using a sample of Deaf female undergraduate students, the current study sought to investigate the prevalence, correlates, and characteristics of intimate partner violence victimization in hearing–Deaf and Deaf–Deaf relationships. Initial results suggest that similarities in hearing status and communication preference are associated with increased levels of negotiation within these relationships. However, compatibility in these areas did not co-occur with significant decreases in physical, psychological, or sexual partner violence. Recommendations for future research as well as implications for clinical and educ...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Anderson, M. L., Kobek Pezzarossi, C. M. Tags: Empirical Manuscript Source Type: research

Technology Use Among Adults Who Are Deaf and Hard of Hearing: A National Survey
As society becomes increasingly more dependent on technology, information regarding the use, preference, and accessibility of commonly used devices and services among individuals who are deaf and hard of hearing (DHH) is crucial. Developing technologies that are functional and appropriately accessible allows persons who are DHH to fully participate in society, education, and business while also providing opportunities for personal and professional advancement. Although a few international studies have addressed the technology use of individuals who are DHH, none exist that focus on the needs, preferences, and accessibility...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Maiorana-Basas, M., Pagliaro, C. M. Tags: Empirical Manuscript Source Type: research

Exploring the Discourse on Communication Modality After Cochlear Implantation: A Foucauldian Analysis of Parents' Narratives
After pediatric cochlear implantation, parents have to make decisions concerning which communication modality the child and the child’s family will use. The choice has to be made against a background of opposing views on communication modality in follow-up after pediatric cochlear implantation. The opposing views form a discourse that has been a core issue in the international body of literature for a long time. For hearing parents caught up in this ongoing controversy, the choice can be a difficult one. The study reported in this article explores the discourse on communication modality and is based on 27 written par...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Bruin, M., Nevoy, A. Tags: Empirical Manuscript Source Type: research

Stimulating Intersubjective Communication in an Adult with Deafblindness: A Single-Case Experiment
This study used intersubjectivity theory to test a new intervention called the High-Quality Communication (HQC) intervention for its effects on a young adult with congenital deafblindness and a developmental age of between 1.5 and 4 years. Three of his social partners were trained to support attunement and meaning making with him through education and video feedback. This study measured seven observation categories at three layers of intersubjective development during a baseline and two intervention phases: dyadic interaction, shared emotion, referential communication, meaning negotiation, shared meaning, declarative commu...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Damen, S., Janssen, M. J., Huisman, M., Ruijssenaars, W. A. J. J. M., Schuengel, C. Tags: Empirical Manuscript Source Type: research

Making Sense of an Unexpected Detrimental Effect of Sign Language Use in a Visual Task
What supports deaf signers advantage over nonsigners on visuospatial short-term memory (STM) tasks is still a matter of debate. We compared the performance of 18 deaf Italian Sign Language (LIS) users with that of a matched group of Italian hearing nonsigners in three different tasks: two versions of the Corsi Block test, namely span forward and span backward, and the Visual Pattern Test (VPT). Although the Corsi forward and backward are dynamic and mainly involve a spatial component, the VPT is static and taps primarily the visual component of STM. Signers significantly outperformed nonsigners on both versions of the Cors...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Romero Lauro, L. J., Crespi, M., Papagno, C., Cecchetto, C. Tags: Empirical Manuscript Source Type: research

It Is Not Just Stress: Parent Personality in Raising a Deaf Child
This study examined the impact and predictive ability of parental personality and perceived stress on behavior problems of their deaf child. One hundred and fourteen parents with a deaf child completed measures of personality, parenting stress, and child behavioral functioning. Higher parental neuroticism, which reflects a susceptibility to emotional and psychological distress, significantly predicted greater internalizing behaviors in younger deaf children, whereas higher levels of parenting stress and lower levels of parental conscientiousness were strongest predictors for externalizing behaviors. For older deaf children...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Plotkin, R. M., Brice, P. J., Reesman, J. H. Tags: Empirical Manuscript Source Type: research

How Deaf American Sign Language/English Bilingual Children Become Proficient Readers: An Emic Perspective
A primary tenet underlying American Sign Language/English bilingual education for deaf students is that early access to a visual language, developed in conjunction with language planning principles, provides a foundation for literacy in English. The goal of this study is to obtain an emic perspective on bilingual deaf readers transitioning from learning to read to reading to learn. Analysis of 12 interactive, semi-structured interviews identified informal and formal teaching and learning practices in ASL/English bilingual homes and classrooms. These practices value, reinforce, and support the bidirectional acquisition of b...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Mounty, J. L., Pucci, C. T., Harmon, K. C. Tags: Empirical Manuscript Source Type: research

The Effect of Enhanced Storybook Interaction on Signing Deaf Children's Vocabulary
The link between vocabulary and later literacy is well documented in the research base. One way children gain vocabulary is through incidental learning. Deaf or hard-of-hearing children (D/HH) often struggle with incidental learning and require vocabulary intervention to increase their lexicon. An effective vocabulary intervention is storybook reading. When dialogic methods are added to storybook reading, the gains are greater than with traditional storybook reading. The purpose of this study was to investigate the effect of an enhanced storybook reading intervention, which included scripted questions and picture prompts, ...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Trussell, J. W., Easterbrooks, S. R. Tags: Empirical Manuscript Source Type: research

Sign Vocabulary in Deaf Toddlers Exposed to Sign Language Since Birth
Lexical comprehension and production is directly evaluated for the first time in deaf signing children below the age of 3 years. A Picture Naming Task was administered to 8 deaf signing toddlers (aged 2–3 years) who were exposed to Sign Language since birth. Results were compared with data of hearing speaking controls. In both deaf and hearing children, comprehension was significantly higher than production. The deaf group provided a significantly lower number of correct responses in production than did the hearing controls, whereas in comprehension, the 2 groups did not differ. Difficulty and ease of items in compre...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Rinaldi, P., Caselli, M. C., Di Renzo, A., Gulli, T., Volterra, V. Tags: Empirical Manuscript Source Type: research

Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers: A Systematic Literature Review
Research indicates that deaf children can have marked social difficulties compared with their hearing peers. Factors that influence these social interactions need to be reviewed to inform interventions. A systematic search of 5 key databases and 3 specialized journals identified 14 papers that met the inclusion criteria. Methodological quality of the articles was assessed using an adapted checklist. There was a general lack of consensus across studies. The main factors investigated were the deaf child’s communication competency, age, and level of mainstreaming, which overall were positively associated with peer inter...
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Authors: Batten, G., Oakes, P. M., Alexander, T. Tags: Theory/Review Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

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(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - June 16, 2014 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 - June 16, 2014 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 - June 16, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

You Look Hearing, But I Love Your ASL Stories!
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Metz, K. K. Tags: Book Reviews Source Type: research

On the Road to the Evidence We Need for Effective Literacy Instruction
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Strassman, B. K. Tags: Book Reviews Source Type: research

Parent Influences on Physical Activity Participation and Physical Fitness of Deaf Children
Research has consistently demonstrated that parents’ values toward physical activity and fitness have strongly influenced the physical activity habits of hearing children (Welk, G. J., Wood, K., & Morss, G. [2003]. Parental influences on physical activity in children: An exploration of potential mechanisms. Pediatric Exercise Science, 15, 19–33). The primary purpose of this study was to determine whether similar findings are obtained for deaf 1 children. The influence of parents’ hearing status and parents’ involvement in Deaf sport 2 was assessed in addition to their values toward sports pa...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Ellis, M. K., Lieberman, L. J., Dummer, G. M. Tags: Empirical Manuscript Source Type: research

Deaf/Hard-of-Hearing and Other Postsecondary Learners' Retention of STEM Content With Tablet Computer-Based Notes
Four groups of postsecondary students, 25 who were deaf/hard of hearing (D/HH), 25 with a learning disability, 25 who were English language learners (ELLs), and 25 without an identified disability studied notes that included text and graphical information based on a physics or a marine biology lecture. The latter 3 groups were normally hearing. All groups had higher scores on post- than on pretests for each lecture, with each group showing generally similar gains in amount of material learned from the pretest to the posttest. For each lecture, the D/HH students scored lower on the pre- and posttests than the other 3 groups...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Stinson, M. S., Elliot, L. B., Easton, D. Tags: Empirical Manuscript Source Type: research

Spoken English Language Development Among Native Signing Children With Cochlear Implants
Bilingualism is common throughout the world, and bilingual children regularly develop into fluently bilingual adults. In contrast, children with cochlear implants (CIs) are frequently encouraged to focus on a spoken language to the exclusion of sign language. Here, we investigate the spoken English language skills of 5 children with CIs who also have deaf signing parents, and so receive exposure to a full natural sign language (American Sign Language, ASL) from birth, in addition to spoken English after implantation. We compare their language skills with hearing ASL/English bilingual children of deaf parents. Our results s...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Davidson, K., Lillo-Martin, D., Chen Pichler, D. Tags: Empirical Manuscript Source Type: research

A Comparison of the Letter-Processing Skills of Hearing and Deaf Readers: Evidence From Five Orthographies
This study was designed to examine the letter-processing skills of prelingually deaf and hearing students recruited from five different orthographic backgrounds (Hebrew, Arabic, English, German, and Turkish). Participants were 128 hearing and 133 deaf 6th–7th graders. They were tested with a same/different paradigm that assessed their ability to process letters under perceptual and conceptual conditions. Findings suggest that the letter-processing skills of deaf readers from some orthographic backgrounds may be underdeveloped in comparison to hearing counterparts. The finding that such letter-processing deficits were...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Guldenoglu, B., Miller, P., Kargin, T., Hauser, P., Rathmann, C., Kubus, O. Tags: Empirical Manuscript Source Type: research

Who Is Where? Characteristics of Deaf and Hard-of-Hearing Students in Regular and Special Schools
To address the needs and abilities of deaf and hard-of-hearing (DHH) students in different educational settings, it is important to understand who is in which setting. A secondary analysis of the National Longitudinal Transition Study 2 database was conducted to examine differences in the characteristics of students who attended special schools, such as schools for the deaf, and those who attended regular schools serving a wide variety of students, such as neighborhood, alternative, and charter schools. The study included a nationally (U.S.) representative sample of about 870 DHH secondary school students. Findings from pa...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Shaver, D. M., Marschark, M., Newman, L., Marder, C. Tags: Empirical Manuscript Source Type: research

Including Deaf and Hard-of-Hearing Students With Co-occurring Disabilities in the Accommodations Discussion
This article presents findings regarding accommodations use by SDHH and SDHH+ from the National Longitudinal Transition Study 2. Initial logistic regression analysis found no differences in accommodations use of SDHH and SDHH+. However, logistic regression analysis that compared specific additional disability groups with the larger overall SDHH group did find differences in accommodations use for two SDHH+ groups: students who had a learning disability and students with attention deficit hyperactivity disorder. This article includes a discussion of the implications of these findings for both research and practice. (Source:...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Leppo, R. H. T., Cawthon, S. W., Bond, M. P. Tags: Empirical Manuscript Source Type: research

Social Support for Parents of Deaf Children: Moving Toward Contextualized Understanding
In light of claims that social support needs to be defined within specific context, we conducted a metasynthesis to identify ways that social support has been studied and contextualized in research focused on hearing parents of children with hearing loss. A literature search of published articles was conducted to identify research studies related to support and hearing parents of children with hearing loss. Our search yielded 108 items from Psycinfo and 154 items from Web of Science; 26 studies met our inclusion criteria. Our analyses involved summary and integration of information regarding research methods, guiding theor...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Poon, B. T., Zaidman-Zait, A. Tags: Theory/Review Manuscript Source Type: research

Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing
This document is a supplement to the year 2007 position statement of the Joint Committee on Infant Hearing and provides comprehensive guidelines for establishing strong early intervention (EI) systems with appropriate expertise to meet the needs of children who are deaf or hard of hearing (D/HH). Optimal outcomes can only be achieved when there is high quality to the universal newborn hearing screening programs, the audiologic diagnostic process of confirmation that a child is D/HH and fitting of amplification, and the provision of appropriate, individualized, targeted, and high-quality EI services. There are 12 best pract...
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 Category: Audiology Authors: Yoshinaga-Itano, C. Tags: Theory/Review Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - March 13, 2014 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 - March 13, 2014 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 - March 13, 2014 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 - March 13, 2014 Category: Audiology Tags: Cover / Standing Material Source Type: research

Writing Center Tutoring: Implications for Deaf College Students, Their Tutors, and Interpreters
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Spolsky, S. Tags: Book Reviews Source Type: research

Culture Is Indeed Fluid!
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Kelly, A. B. Tags: Book Reviews Source Type: research

Erratum
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Tags: Erratum Source Type: research

Inclusion in Postsecondary Institutions With Small Numbers of Deaf and Hard-of-Hearing Students: Highlights and Challenges
This paper provides an examination of how small populations of deaf and hard-of-hearing (DHH) students attending New Zealand postsecondary institutions faced and dealt with various challenges in participating in classes, obtaining adequate access to services, and becoming socially integrated into campus life. Sixty-four students completed a survey and 8 were interviewed, providing information about their support needs, learning, and social participation experiences and challenges within the postsecondary context. Findings indicated that access to accommodations that facilitated communication and inclusion were critically i...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Powell, D., Hyde, M., Punch, R. Tags: Empirical Manuscript Source Type: research

Relationships Between Spoken Word and Sign Processing in Children With Cochlear Implants
We report on two studies that investigated relationships between spoken word and sign processing in children with a CI who are exposed to signs in addition to spoken language. Study 1 assessed rapid word and sign learning in 13 children with a CI and found that performance in both language modalities correlated positively. Study 2 tested the effects of using sign-supported speech on spoken word processing in eight children with a CI, showing that simultaneously perceiving signs and spoken words does not negatively impact their spoken word recognition or learning. Together, these two studies suggest that sign exposure does ...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Giezen, M. R., Baker, A. E., Escudero, P. Tags: Empirical Manuscript Source Type: research

Parenting Stress in Parents of Children With Cochlear Implants: Relationships Among Parent Stress, Child Language, and Unilateral Versus Bilateral Implants
This study examined the stress experience of 70 parents of children with CIs by comparing stress levels in this group of parents to those in parents of children without disabilities, identifying primary stressors, examining the relationship between parent stress and child language, and comparing stress in parents of children with bilateral and unilateral CIs. Parents completed a parent stress questionnaire, and the receptive vocabulary and language abilities of the children were evaluated. Results indicated that these parents had a higher incidence of stress than the normative population. Parent stress levels and child lan...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Sarant, J., Garrard, P. Tags: Empirical Manuscript Source Type: research

Effects of a Word-Learning Training on Children With Cochlear Implants
This study explored the malleability of rapid word learning of preschoolers with cochlear implants by evaluating the effects of a word-learning training on rapid word learning. A single-subject, multiple probe design across participants measured the impact of the training on children’s rapid word-learning performance. Participants included 5 preschool children with cochlear implants who had an expressive lexicon of less than 150 words. An investigator guided children to identify, repeat, and learn about unknown sets of words in 2-weekly sessions across 10 weeks. The probe measure, a rapid word-learning task with a di...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Lund, E., Schuele, C. M. Tags: Empirical Manuscript Source Type: research

Assessing English Literacy as a Predictor of Postschool Outcomes in the Lives of Deaf Individuals
Lower English literacy achievement of deaf students is often hypothesized to be an impediment for successful adult life experiences. Yet, literacy practices that individuals engage in throughout their daily lives are much more complex than what school-based measures of English can capture and particularly so for deaf individuals. A national large-scale data set with a sample of over 1,000 deaf youths was used to assess what, precisely, standardized measures of literacy may predict in terms of postschool outcomes in three domains: life, employment, and education. Regression analyses indicate that these measures predicted so...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Garberoglio, C. L., Cawthon, S. W., Bond, M. Tags: Empirical Manuscript Source Type: research

Needs of Parents of Children Who Are Deaf/Hard of Hearing With Autism Spectrum Disorder
The objective of our study was to understand the needs of children who are D/HH with coexisting ASD. We posed questions for group discussion about diagnostic process, impact of dual diagnosis on communication, and helpful resources. Four parents of three children participated. Challenges in the diagnostic process included the challenges in the appropriateness of the evaluation tools and the limited expertise of the professionals performing the evaluations. Broad-based special educational settings were perceived as helpful. Families described a range of broad-based communication strategies (spoken, sign, and written languag...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Wiley, S., Gustafson, S., Rozniak, J. Tags: Empirical Manuscript Source Type: research

Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, cerebral palsy, and/or developmental delay (DD) (Group A), compared with children with vision or speech output impairments, syndromes not entailing DD, or medical disorders (Group B)...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Cupples, L., Ching, T. Y. C., Crowe, K., Seeto, M., Leigh, G., Street, L., Day, J., Marnane, V., Thomson, J. Tags: Empirical Manuscript Source Type: research

A Comparison of Pragmatic Abilities of Children Who Are Deaf or Hard of Hearing and Their Hearing Peers
In this study, the conversational skills of 31 children who are D/HH when interacting with a hearing friend were compared with those of 31 pairs of hearing children. Findings suggest that school-aged children (Years 3–6 of study; aged 8–12 years) who are D/HH have a wide range of pragmatic skills that they use effectively when conversing with their hearing peers. Specifically, these children asked more questions, made more personal comments, initiated more topics, and took longer turns in their conversations with a hearing friend. In contrast, the conversations between hearing peers were very balanced with simi...
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 Category: Audiology Authors: Paatsch, L. E., Toe, D. M. Tags: Empirical Manuscript Source Type: research

Table_of_Contents
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - December 18, 2013 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 18, 2013 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 18, 2013 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 18, 2013 Category: Audiology Tags: Cover / Standing Material Source Type: research

Erratum
(Source: Journal of Deaf Studies and Deaf Education)
Source: Journal of Deaf Studies and Deaf Education - September 11, 2013 Category: Audiology Tags: Erratum Source Type: research

Family Influences on the Cognitive Development of Profoundly Deaf Children: Exploring the Effects of Socioeconomic Status and Siblings
We evaluated the cognitive development of 48 profoundly deaf children from hearing families (born 1994–2002, mean age M = 8.0 years at time of test, none of whom had received early auditory–verbal therapy) as a function of family socioeconomic status and number of siblings. Overall, the deaf children matched a younger group of 47 hearing controls (M = 4.6 years) on verbal ability, theory of mind, and cognitive inhibition. Partial correlations (controlling for age) revealed positive relations in the hearing group between maternal education and inhibition, between number of younger siblings and references to emot...
Source: Journal of Deaf Studies and Deaf Education - September 11, 2013 Category: Audiology Authors: Macaulay, C. E., Ford, R. M. Tags: Empirical Manuscript Source Type: research

American Sign Language/English Bilingual Model: A Longitudinal Study of Academic Growth
This study examines reading and mathematics academic growth of deaf and hard-of-hearing students instructed through an American Sign Language (ASL)/English bilingual model. The study participants were exposed to the model for a minimum of 4 years. The study participants’ academic growth rates were measured using the Northwest Evaluation Association’s Measure of Academic Progress assessment and compared with a national-normed group of grade-level peers that consisted primarily of hearing students. The study also compared academic growth for participants by various characteristics such as gender, parents’ h...
Source: Journal of Deaf Studies and Deaf Education - September 11, 2013 Category: Audiology Authors: Lange, C. M., Lane-Outlaw, S., Lange, W. E., Sherwood, D. L. Tags: Empirical Manuscript Source Type: research

Adolescents' Experiences of Receiving and Living With Sequential Cochlear Implants: An Interpretative Phenomenological Analysis
There is currently a unique opportunity to examine the experiences of young people who receive a second sequential cochlear implant (SCI), after only having had 1 cochlear implant (CI) for most of their lives. Eleven young people who had opted to receive an SCI were interviewed. Interpretative phenomenological analysis resulted in the identification of 6 master themes. Most participants enjoyed improved confidence and social well-being following their SCI and felt that 2 CIs were superior to 1. The majority identified themselves as hearing and deaf, but not culturally Deaf, as they strived to live in the hearing world. How...
Source: Journal of Deaf Studies and Deaf Education - September 11, 2013 Category: Audiology Authors: Hilton, K., Jones, F., Harmon, S., Cropper, J. Tags: Empirical Manuscript Source Type: research

Developing a Structural Model of Reading: The Role of Hearing Status in Reading Development Over Time
The purpose of the present study was to develop a structural model of reading based on the Lexical Quality Hypothesis (Perfetti & Hart, 2002). Data from a 4-year longitudinal study of Dutch primary school children with and without hearing loss were used to conduct an exploratory analysis of how lexical components (i.e., decoding skills, lexical decision, and lexical use) relate to one another and to reading comprehension. Our structural model supports a positive role of the quality of the mental lexicon for reading comprehension. Furthermore, it was possible to apply the same conceptual model of reading development to ...
Source: Journal of Deaf Studies and Deaf Education - September 11, 2013 Category: Audiology Authors: Coppens, K. M., Tellings, A., Schreuder, R., Verhoeven, L. Tags: Empirical Manuscript Source Type: research