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Journal of Deaf Studies and Deaf Education最新文献

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The macrostructure of narratives produced by children acquiring Finnish Sign Language. 学习芬兰手语的儿童叙事的宏观结构。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-14 DOI: 10.1093/jdsade/enae049
Heta Pietarinen, Laura Kanto
{"title":"The macrostructure of narratives produced by children acquiring Finnish Sign Language.","authors":"Heta Pietarinen, Laura Kanto","doi":"10.1093/jdsade/enae049","DOIUrl":"10.1093/jdsade/enae049","url":null,"abstract":"<p><p>This article investigates the narrative skills of children acquiring Finnish Sign Language (FinSL). Producing a narrative requires vocabulary, the ability to form sentences, and cognitive skills to construct actions in a logical order for the recipient to understand the story. Research has shown that narrative skills are an excellent way of observing a child's language skills, for they reflect both grammatical language skills and the ability to use the language in situationally appropriate ways. This study was conducted using the FinSL Narrative Skills Production Test assessment to observe how narrative skills develop in children between the ages of 4 and 11 who acquire FinSL in their natural language environments. The results show that the narrative skills of children acquiring FinSL develop following the same guidelines found in other signed and spoken languages. Narrative structure and content increase with age.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630461","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
DHH and L2 college students' knowledge of English resultatives and depictives. DHH 和 L2 大学生对英语结果词和副词的了解。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-05 DOI: 10.1093/jdsade/enae046
Ronald R Kelly, Gerald P Berent, Erin Finton, Tanya Schueler-Choukairi, Stanley Van Horn, Zhong Chen, Kimberly Persky, Susan Post Rizzo, Kathryn L Schmitz
{"title":"DHH and L2 college students' knowledge of English resultatives and depictives.","authors":"Ronald R Kelly, Gerald P Berent, Erin Finton, Tanya Schueler-Choukairi, Stanley Van Horn, Zhong Chen, Kimberly Persky, Susan Post Rizzo, Kathryn L Schmitz","doi":"10.1093/jdsade/enae046","DOIUrl":"10.1093/jdsade/enae046","url":null,"abstract":"<p><p>College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In \"Kevin wiped the table clean,\" the resultative phrase \"clean\" indicates that the table became clean as a result of Kevin wiping it. In \"Megan drove the car drunk,\" the depictive phrase \"drunk\" describes Megan's state throughout the entire event of driving. Findings of a sentence-acceptability rating scale task revealed higher performance by the NS group compared to the DHH and L2 groups, whose near-equivalent performance improved with increasing overall English proficiency. Participants exhibited higher performance on active, passive, and unaccusative resultative sentences than on ungrammatical unergative resultatives and higher performance on grammatical than ungrammatical depictive sentence types. These findings contribute new insights into the comparative study of English acquisition by DHH and L2 learners.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142577140","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
"I Learned as I Went": an online distance education case study. "我边走边学"：在线远程教育案例研究。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-11-01 DOI: 10.1093/jdsade/enae047
David R Meek, Michael E Skyer, Maggie M Donaldson
{"title":"\"I Learned as I Went\": an online distance education case study.","authors":"David R Meek, Michael E Skyer, Maggie M Donaldson","doi":"10.1093/jdsade/enae047","DOIUrl":"10.1093/jdsade/enae047","url":null,"abstract":"<p><p>Interactions between deaf and hard of hearing (DHH) students and instructors in online distance education (ODE) increased exponentially during the COVID pandemic. To understand this phenomena, we conducted a comprehensive literature review about evolving ODE formats customized for deaf student's needs. This literature shows increasing multimodal, multilingual, and interactive features. Next, we examined empirical data from a collective case study implemented to better understand ODE phenomena from the perspectives of DHH students and faculty in higher education. We used 4 data collection strategies: (1) in-depth, semi-structured faculty interviews, (2) observations of teaching-learning interactions, (3) focus-groups featuring undergraduate and graduate DHH students, and (4) curriculum document analyses. We coded the dataset using MAXQDA software and uncovered 10 triangulated themes; 4 focus on instructors, 4 center students, and 2 describe student-faculty interactions. Overall, this qualitative analysis is a particularizing account of our participant's lifeworlds; however, we close with general recommendations for improving ODE practices through research.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142559150","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
Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books. 利用电影和静态书籍比较聋哑/重听儿童的口头叙述。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae026
Jane Puhlman, Carla Wood
{"title":"Comparing Deaf/Hard-of-Hearing Children's Oral Narratives Using Movies and Static Books.","authors":"Jane Puhlman, Carla Wood","doi":"10.1093/jdsade/enae026","DOIUrl":"10.1093/jdsade/enae026","url":null,"abstract":"<p><p>Clinicians utilize various methods for narrative sampling, including oral assessments like story generation and retelling, often aided by visual aids. Assessing language skills in deaf/hard of hearing (DHH) children requires careful narrative technique selection. This comparative observational study investigates the narrative outcomes of story generation and retelling tasks in 21 DHH children, using both book and movie contexts. Most microstructural elements (except for the mean length of utterance) were similar across the book and movie conditions. Differences in word choice, such as the use of action verbs, were evident. Macrostructural differences between book and movie conditions were insignificant regarding story grammar elements. However, movies, being visually engaging, potentially enhance the inclusion of characters, settings, plot, and actions. This research illuminates narrative assessment considerations, emphasizing technology's role in enhancing options for assessment for DHH children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"494-509"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141459951","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
Survey of collaboration supporting students who are deaf and hard of hearing. 对支持失聪和重听学生的合作情况进行调查。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/deafed/enae006
Samantha J Gustafson, Elsa Newsome, Nicole Pilling, Emilee Segura
{"title":"Survey of collaboration supporting students who are deaf and hard of hearing.","authors":"Samantha J Gustafson, Elsa Newsome, Nicole Pilling, Emilee Segura","doi":"10.1093/deafed/enae006","DOIUrl":"10.1093/deafed/enae006","url":null,"abstract":"<p><p>Collaboration between teachers of students who are deaf and hard of hearing (TSDHH) and educational audiologists is essential when developing successful, comprehensive service delivery plans for students who are deaf and hard of hearing. Despite the importance, little is known about how these two professions work together. This study sought to describe the current state of collaboration between educational audiologists and TSDHH and to explore the barriers and facilitators to this collaboration. Anonymous survey responses from 752 educational audiologists and TSDHH showed that collaboration is considered valuable and is occurring frequently, via a variety of formats and despite significant barriers. More research is needed to understand how efforts to minimize barriers to collaboration might improve the quality of collaboration and ultimately impact the success of student support.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"517-526"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413799/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139974031","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
The role of grit in thinking styles and academic major satisfaction. 勇气在思维方式和学业专业满意度中的作用。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae022
Sanyin Cheng, Li Deng, Jiaqi Li
{"title":"The role of grit in thinking styles and academic major satisfaction.","authors":"Sanyin Cheng, Li Deng, Jiaqi Li","doi":"10.1093/jdsade/enae022","DOIUrl":"10.1093/jdsade/enae022","url":null,"abstract":"<p><p>Satisfaction with one's academic major is critical to a university student's development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson's correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students' academic experience. These findings contribute to the limited literature on DHH students' psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"527-540"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141321814","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
Ethics of research engagement with Deaf people. A qualitative evidence synthesis. 聋人参与研究的伦理。定性证据综述。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae024
Tomasz Krawczyk, Jan Piasecki, Mateusz Wasylewski, Marcin Waligora
{"title":"Ethics of research engagement with Deaf people. A qualitative evidence synthesis.","authors":"Tomasz Krawczyk, Jan Piasecki, Mateusz Wasylewski, Marcin Waligora","doi":"10.1093/jdsade/enae024","DOIUrl":"10.1093/jdsade/enae024","url":null,"abstract":"<p><p>In this article, we explore ethical issues of Deaf people's engagement in research. To focus on the perspectives of Deaf people, we investigated existing qualitative and mixed methods research within a qualitative evidence synthesis. Our synthesis is based on a systematic database search (Scopus, PubMed) and reference check of included papers which resulted in 27 eligible papers. We analyzed the data using thematic synthesis and developed 5 analytical themes. The results present research as a struggle for Deaf people and emphasize the need for changes regarding recognition of Deaf research in a cross-cultural context, maintaining equal and partner relations, and provision of accessible communication. Our research contributes to understanding what the ethical inclusion of Deaf people in research implies. It may also support the development of evidence-based normative recommendations and scientific cooperation between Deaf and hearing people.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"443-455"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11523497/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141327928","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
Deaf and Hard of Hearing Multilingual Learners. 聋人和重听者多语言学习者。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae029
Chidinma Amadi, Joanna Cannon, Caroline Guardino
{"title":"Deaf and Hard of Hearing Multilingual Learners.","authors":"Chidinma Amadi, Joanna Cannon, Caroline Guardino","doi":"10.1093/jdsade/enae029","DOIUrl":"10.1093/jdsade/enae029","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 4","pages":"558-559"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298714","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
Speech production skills of bilingual children using cochlear implants. 使用人工耳蜗的双语儿童的言语表达能力。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae038
Pauline van der Straten Waillet, Kathryn Crowe, Brigitte Charlier, Cécile Colin
{"title":"Speech production skills of bilingual children using cochlear implants.","authors":"Pauline van der Straten Waillet, Kathryn Crowe, Brigitte Charlier, Cécile Colin","doi":"10.1093/jdsade/enae038","DOIUrl":"10.1093/jdsade/enae038","url":null,"abstract":"<p><p>Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4-11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical hearing. Data were collected about the percentage of consonant correct (PCC) and vowel correct (PVC) produced in French and intelligibility in all languages they spoke. Bilingual and monolingual children with CIs had comparable speech accuracy in French, but the pattern differed, impacting PCC for bilinguals and PVC for monolinguals. Most children with CIs had accurate and intelligible speech in French, but few bilingual children with CIs were highly intelligible in their home language. Therefore, bilingualism did not impede the speech production outcomes of bilingual children with CIs in the language of the wider community.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298712","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
Deaf adolescents' quality of life: a questionnaire in Italian Sign Language. 聋哑青少年的生活质量：意大利手语问卷。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae025
Manuela Gragnaniello, Gabriele Gianfreda, Barbara Pennacchi, Tommaso Lucioli, Alessandra Resca, Elena Tomasuolo, Pasquale Rinaldi
{"title":"Deaf adolescents' quality of life: a questionnaire in Italian Sign Language.","authors":"Manuela Gragnaniello, Gabriele Gianfreda, Barbara Pennacchi, Tommaso Lucioli, Alessandra Resca, Elena Tomasuolo, Pasquale Rinaldi","doi":"10.1093/jdsade/enae025","DOIUrl":"10.1093/jdsade/enae025","url":null,"abstract":"<p><p>For some deaf people, sign language is the preferred language, the one in which they feel most comfortable. However, there are very few assessment tools developed or adapted for sign languages. The aim of this study was to translate and adapt in Italian Sign Language (LIS) the Italian version of the Youth Quality of Life Instrument-Deaf and Hard of Hearing Module (YQOL-DHH). The YQOL-DHH is a questionnaire assessing health-related quality of life in young deaf people. The guidelines provided by the authors of the original version were followed. Further controls and changes were made to take into account variability in signers' linguistic skills. This work and availability of the YQOL-DHH questionnaire in LIS, in addition to the Italian version, will ensure accessibility for Italian deaf adolescents.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"510-516"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141427961","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
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