Journal of Deaf Studies and Deaf Education最新文献

Sign language delays in deaf 3- to 5-year-olds with hearing parents. 父母有听力障碍的 3 至 5 岁聋儿的手语障碍。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae041

Donna A Morere, Thomas E Allen

{"title":"Sign language delays in deaf 3- to 5-year-olds with hearing parents.","authors":"Donna A Morere, Thomas E Allen","doi":"10.1093/jdsade/enae041","DOIUrl":"10.1093/jdsade/enae041","url":null,"abstract":"Deaf children of hearing parents (DOH) are at risk for early language delays (ELD) due to environmental and etiological factors, compounding the previously reported higher incidence of ELD in deaf children of deaf parents (DOD) compared to the general population. Archival data from the online database of the Visual Communication and Sign Language Checklist yielded 147 ratings of DOH 3- to 5-year-old children whose parents reported American sign language (ASL) being used in the home at least equally to spoken language. Research goals included (1) examining the incidence of ELD in this cohort, (2) investigating differences in outcomes based on the scaling method used, (3) exploring patterns among the ratings of DOH children identified with ELD, (4) comparing the DOH outcomes to published DOD data, and (5) investigating differences between ratings and individual children. The DOH outcomes suggested an incidence of ELD twice that of the previous DOD sample, with a higher percentage of more severe delays. Even DOH children not identified with ELD demonstrated less well-developed ASL skills than their DOD peers. This emphasizes the need for ongoing monitoring of early ASL skills to allow for early identification of needs and adjustment of interventions to address ASL development.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"41-59"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Challenging the "norm": a critical look at deaf-hearing comparison studies in research. 挑战 "规范"：对聋人听力对比研究的批判性审视。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae048

Leala Holcomb, Wyatte C Hall, Stephanie J Gardiner-Walsh, Jessica Scott

引用次数: 0

Kendra's journey: an intrinsic case study of a deaf autistic child. 肯德拉的旅程：自闭症聋哑儿童的内在个案研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae044

Jennifer Gosselin Hills, Sandy K Bowen

引用次数: 0

It all made sense: ASL-first approach in classroom practice. 一切都说得通了：课堂实践中的 ASL 优先法。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae045

Emily Jo Noschese

{"title":"It all made sense: ASL-first approach in classroom practice.","authors":"Emily Jo Noschese","doi":"10.1093/jdsade/enae045","DOIUrl":"10.1093/jdsade/enae045","url":null,"abstract":"This qualitative study delves into the innovative Bilingual Grammar Curriculum. The curriculum aims to enhance bilingualism and linguistic skills among deaf students by integrating American Sign Language instruction and written language grammatical structures. The researcher conducted in-depth interviews with 12 experienced educators of the deaf who have implemented the curriculum in their teaching practices. Employing a thematic analysis approach, the researcher sought to uncover the educators' perceptions, experiences, and insights regarding the curriculum's effectiveness and its impact on bilingual language acquisition for deaf learners. Findings revealed a diverse range or perspectives, highlighting both the advantages and challenges of the curriculum's implementation. Themes emerged encompassing the curriculum's alignment with linguistic theories, its adaptability to diverse learning needs, the role of educator training, and the incorporation of cultural nuances within bilingual instruction. The study contributes valuable insights to the field of deaf education, shedding light on the intricate dynamics of bilingual grammar pedagogy and providing recommendations for curriculum refinement and educator professional development. Ultimately, this research underscores the significance of innovative approaches in enhancing the linguistic abilities and educational experiences of deaf and hard-of-hearing students within a bilingual framework.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"94-107"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reading metacomprehension of Spanish deaf and hard-of-hearing students. 西班牙聋人和重听学生的阅读元理解。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae030

Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña

{"title":"Reading metacomprehension of Spanish deaf and hard-of-hearing students.","authors":"Isabel R Rodríguez-Ortiz, Francisco J Moreno-Pérez, David Saldaña","doi":"10.1093/jdsade/enae030","DOIUrl":"10.1093/jdsade/enae030","url":null,"abstract":"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 to their reading score and whether they are truly capable of adjusting their metacomprehension to the difficulty of the text. We evaluated 25 Spanish-speaking DHH students with reading scores approximately equivalent to Grades 5 or 6 of Primary School. Participants were asked to read a text and answer questions. The texts corresponded to three levels of difficulty (explicit, inferable, and noninferable). The results revealed that the metacomprehension of DHH students corresponded to their reading score. The DHH population may have better reading metacomprehension than is typically assumed, although the manifestation of this skill may depend on the type of task demanded of them (comprehension judgment or knowledge judgment).","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"60-69"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141917782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An investigation on the face inversion effect in deaf children. 对聋哑儿童面部倒置效应的调查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae033

Yunxiang Zhang, Huizhong He, Lixin Yi

{"title":"An investigation on the face inversion effect in deaf children.","authors":"Yunxiang Zhang, Huizhong He, Lixin Yi","doi":"10.1093/jdsade/enae033","DOIUrl":"10.1093/jdsade/enae033","url":null,"abstract":"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 and independently manipulated. The study aimed to discuss the effect of face inversion on facial processing in DHH children, including two aspects of information processing types (configural versus featural) and processing regions (eyes versus mouth) and compared the results with hearing children. The results revealed that DHH children aged 7-17 years exhibit significant face inversion effect, with disruptions observed in both the featural and configural processing of eyes and mouths when faces were inverted. Configural processing was more affected by inversion than featural processing in all children, with larger differences observed in DHH children than in hearing children. This supports the dual-mode hypothesis of holistic face processing. Age correlations were observed in the sensitivity of DHH children to face inversion effect but not among hearing children. The inversion effect of configural mouth processing decreases with age in DHH children.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"138-147"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141996685","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of print exposure on deaf student literacy. 阅读印刷品对聋哑学生读写能力的影响。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae039

Stéphanie Colin, Jean Ecalle, Annie Magnan

引用次数: 0

Translanguaging in content area classes.

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae031

Scott Cohen, Jessica Scott, Leala Holcomb

引用次数: 0

A comparative study of how teachers communicate in deaf education classrooms. 教师在聋教育课堂上如何进行交流的比较研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae043

Leala Holcomb, Hannah Dostal, Kimberly Wolbers

{"title":"A comparative study of how teachers communicate in deaf education classrooms.","authors":"Leala Holcomb, Hannah Dostal, Kimberly Wolbers","doi":"10.1093/jdsade/enae043","DOIUrl":"10.1093/jdsade/enae043","url":null,"abstract":"This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"80-93"},"PeriodicalIF":1.7,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Celebrating 30 Years of the Journal of Deaf Studies and Deaf Education. 庆祝《聋人研究与聋人教育杂志》创刊 30 周年。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-12-20 DOI: 10.1093/jdsade/enae055

Hannah M Dostal

引用次数: 0