Journal of Deaf Studies and Deaf Education最新文献

Language experience and reading ability modulate word recognition in deaf readers. 语言经验和阅读能力调节失聪读者的词识别。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-04-01 DOI: 10.1093/jdsade/enaf016

Zebo Lan, Meihua Guo, Nina Liu, Guoli Yan, Valerie Benson

{"title":"Language experience and reading ability modulate word recognition in deaf readers.","authors":"Zebo Lan, Meihua Guo, Nina Liu, Guoli Yan, Valerie Benson","doi":"10.1093/jdsade/enaf016","DOIUrl":"https://doi.org/10.1093/jdsade/enaf016","url":null,"abstract":"For most deaf readers, learning to read is a challenging task. Visual word recognition is crucial during reading; however, little is known about the cognitive mechanism of Chinese deaf readers during visual word recognition. In the present study, two experiments explored the activation of orthographic, phonological, and sign language representations during Chinese word recognition. Eye movements were recorded as participants read sentences containing orthographically similar words, homophones, sign language-related words, or unrelated words. All deaf readers showed shorter reading times for orthographically similar words compared to unrelated words. However, when the reading ability was controlled, the homophone advantage was observed only for deaf readers with more oral language experience, whereas the sign language advantage was observed only for deaf readers with more sign language experience. When language experience was controlled, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels had more stable orthographic and sign language representations. Deaf college readers with more oral language experience activate word meanings through orthographic and phonological representation, whereas deaf college readers with more sign language experience activate word meanings through orthographic and sign language representation, reflecting a unique cognitive mechanism, and reading ability moderates this process.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143755196","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

A basic General Service List for Chinese Sign Language. 中国手语基本通用服务表。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-28 DOI: 10.1093/jdsade/enaf012

Yue Zou, Hao Lin

引用次数: 0

Emotion recognition in deaf individuals: evidence from event-related potentials. 聋人情绪识别：来自事件相关电位的证据。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-24 DOI: 10.1093/jdsade/enaf011

Sun-Mee Kang, Lily S Apar, Richard Hurtado

{"title":"Emotion recognition in deaf individuals: evidence from event-related potentials.","authors":"Sun-Mee Kang, Lily S Apar, Richard Hurtado","doi":"10.1093/jdsade/enaf011","DOIUrl":"https://doi.org/10.1093/jdsade/enaf011","url":null,"abstract":"Previous studies have found that deaf signers exhibited lower accuracy when recognizing emotional expressions from top-half faces compared to hearing non-signers. This suggests that the lack of emotional information from the oral region has a greater impact on deaf signers due to differences in their gaze patterns. The current study aimed to replicate and extend these findings by measuring recognition accuracy under varied facial conditions and analyzing late positive potential (LPP) amplitudes. Based on previous research, it was hypothesized that deaf signers would show reduced recognition accuracy and lower LPP amplitude compared to hearing non-signers in a top-half face condition. To test these hypotheses, 22 deaf signers and 37 hearing non-signers made emotion judgments of faces presented as intact wholes or isolated top or bottom halves, while event-related potentials were recorded. The results supported the main hypotheses, showing that the deaf signers exhibited lower recognition accuracy and reduced LPP amplitudes in the top-half face condition compared to hearing non-signers. These findings were discussed in terms of the challenges deaf signers faced during the COVID-19 pandemic, particularly in contexts where facial masks obscured the mouth.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143694089","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

Concept vocabulary in children who are deaf or hard of hearing. 聋人或重听儿童的概念词汇。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-24 DOI: 10.1093/jdsade/enaf013

Courtney Trevino, Lauren Harper, Krystal L Werfel, Emily Lund

引用次数: 0

Speech production skills of bilingual children using cochlear implants. 使用人工耳蜗的双语儿童语言生成技能。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae038

Pauline van der Straten Waillet, Kathryn Crowe, Brigitte Charlier, Cécile Colin

引用次数: 0

The story so far: scoping review of narratives in deaf children. 到目前为止的故事：对失聪儿童叙事的范围审查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae052

Jane Puhlman, Lauren Sabatino, Zara Waldman DeLuca, Ciera Lorio, Lindsay Decker

{"title":"The story so far: scoping review of narratives in deaf children.","authors":"Jane Puhlman, Lauren Sabatino, Zara Waldman DeLuca, Ciera Lorio, Lindsay Decker","doi":"10.1093/jdsade/enae052","DOIUrl":"10.1093/jdsade/enae052","url":null,"abstract":"Narrative language samples can be used to measure language development in children, but research on narrative development in deaf and hard-of-hearing (DHH) children is scarce, limiting knowledge of developmental stages and best practices for collection and analysis. This scoping review included 39 articles that explored recent methodologies and achievements in oral or signed narratives of DHH children, including comparisons with hearing peers and within-group analyses of early auditory experience, device use, and other measures. Articles featured DHH participants aged < 4 to 18 years, varying in device use, communication modalities, and educational settings. Most studies utilized story generation tasks with early elementary-aged children and analyzed either microstructure or macrostructure. Mixed results in comparisons with hearing children emphasized the need to consider individual differences (e.g., speech perception and age of spoken language access) in DHH narrative assessments. Findings also suggest that comparability across studies would be improved by more consistent terminology and procedures in narrative collection/analysis.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"268-279"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665112","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

Variation in second-grade reading in children who are deaf and hard-of-hearing. 聋哑和听力障碍儿童二年级阅读的差异。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae051

Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers

{"title":"Variation in second-grade reading in children who are deaf and hard-of-hearing.","authors":"Sascha Couvee, Loes Wauters, Harry Knoors, Ludo Verhoeven, Eliane Segers","doi":"10.1093/jdsade/enae051","DOIUrl":"10.1093/jdsade/enae051","url":null,"abstract":"We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n = 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspelling, and sign vocabulary in kindergarten, and word decoding and reading comprehension in second grade. In second grade, word decoding scores were low-average while reading comprehension scores were below average compared to hearing norms. Word decoding correlated with phonological awareness, letter knowledge, and spoken vocabulary. Reading comprehension correlated with all measures except fingerspelling. Cluster analysis identified three second-grade-reading subgroups; group-1: below-average word decoding and reading comprehension; group-2: high-average word decoding, below-average reading comprehension; group-3: average word decoding and reading comprehension. Furthermore, group-1 differed from group-2 and group-3 on word decoding, group-1 and group-2 differed from group-3 in reading comprehension. Regarding kindergarten measures, group-1 scored below group-2 on letter knowledge, and below group-3 on spoken and sign vocabulary. We found that particularly letter knowledge and spoken and sign vocabulary seem to be crucial for the development of reading skills 2 years later.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"195-206"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11925007/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction to: Challenging the "norm": a critical look at deaf-hearing comparison studies in research. 更正：挑战“规范”：对研究中聋人听力比较研究的批判性观察。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae057

引用次数: 0

Deaf adult insights into elements of classroom discourse altered in interpretation. 聋人成人对课堂话语要素在口译中改变的见解。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae053

Peter Kirk Crume, Elizabeth Caldwell Langer

{"title":"Deaf adult insights into elements of classroom discourse altered in interpretation.","authors":"Peter Kirk Crume, Elizabeth Caldwell Langer","doi":"10.1093/jdsade/enae053","DOIUrl":"10.1093/jdsade/enae053","url":null,"abstract":"In this study, 19 college-educated deaf adults with experience using interpreters in educational settings provided insights into how successfully various elements of classroom discourse were preserved through interpretation. The deaf adults, fluent in American Sign Language (ASL) and experienced at using interpreters, watched educational interpreters' renditions of an elementary school art lesson, and answered questions, providing information about the clarity, completeness, and coherence of the message. Next, the deaf adults were asked to compare what they saw in the first interpretation of the lesson to what was conveyed in a second iteration by a highly experienced interpreter familiar with the lesson whose first language is ASL. A control group of 16 hearing adults accessing the lesson directly from the teacher answered the same questions. For the elements of classroom discourse studied-main ideas, project instructions, mental state references, and relevance strategies-results showed a substantial difference between what the hearing participants in the direct presentation condition received and what the deaf adults accessing the message through the educational interpreters received. Qualitative analyses of the differences-between the direct versus interpreted versions and between the deaf participants' responses to the two interpretations-revealed tendencies for, and ramifications of, alterations and omissions in classroom discourse.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"207-225"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665041","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

What skills and knowledge should speech-language pathologists have to work with deaf/hard of hearing children who use signed language? 语言病理学家在帮助使用手语的聋哑/重听儿童时应该掌握哪些技能和知识？

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae058

Kristen Secora, Brittany Lee, Marie Coppola, David Smith

引用次数: 0