Journal of Deaf Studies and Deaf Education最新文献_第3页

Literacy and signing deaf students: a multi-national scoping review. 识字与手语聋哑学生：多国范围审查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae023

Hannah Dostal, Jessica Scott, Ana Gediel, Shirley Vilhalva, Camila Gasparin

{"title":"Literacy and signing deaf students: a multi-national scoping review.","authors":"Hannah Dostal, Jessica Scott, Ana Gediel, Shirley Vilhalva, Camila Gasparin","doi":"10.1093/jdsade/enae023","DOIUrl":"10.1093/jdsade/enae023","url":null,"abstract":"Many literature reviews or other types of reviews (e.g., meta-analyses, scoping reviews) in deaf education research are focused upon primarily or exclusively research that is performed in U.S. contexts or English-speaking contexts only. However, research that is conducted in non-English-speaking, non-U.S. settings that may be more likely to be multilingual, has value for our understanding of how deaf students using multiple languages may develop literacy skills. The objective of this review was to explore the literature on literacy development with deaf learners conducted outside of English-speaking contexts that has been published in English, Portuguese, or Spanish. We identified 13 English-language articles, 9 Portuguese-language articles, and 0 Spanish articles that met inclusion criteria. From these articles, we glean important insights into the reading process, including the teaching of subskills of reading, writing instruction, early literacy experiences, and the potential relationship between signed languages and literacy. We also note the need for multiple, converging sources of evidence and the value of an asset-driven approach to understanding deaf learners.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"467-484"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141427962","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 science of reading and deaf education. 阅读科学与聋人教育

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae035

Rachael Gabriel

引用次数: 0

Barriers Experienced by First Nations Deaf People in the Justice System. 原住民聋人在司法系统中遇到的障碍。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae021

Brent C Elder, Karen Soldatić, Michael A Schwartz, Jody Barney, Damien Howard, Patrick McGee

{"title":"Barriers Experienced by First Nations Deaf People in the Justice System.","authors":"Brent C Elder, Karen Soldatić, Michael A Schwartz, Jody Barney, Damien Howard, Patrick McGee","doi":"10.1093/jdsade/enae021","DOIUrl":"10.1093/jdsade/enae021","url":null,"abstract":"Anecdotal evidence strongly suggests that members of the First Nations Deaf community experience more barriers when engaging with the criminal justice system than those who are not deaf. Therefore, our purpose for writing this article is to highlight legal and policy issues related to First Nations Deaf people, including perspectives of professionals working with these communities, living in Australia who have difficulty in accessing supports within the criminal justice system. In this article, we present data from semi-structured qualitative interviews focused on four key themes: (a) indefinite detention and unfit to plead, (b) a need for an intersectional approach to justice, (c) applying the maximum extent of the law while minimizing social services-related resources, and (d) the need for language access and qualified sign language interpreters. Through this article and the related larger sustaining project, we seek to center the experiences and needs of First Nations Deaf communities to render supports for fair, just, and equitable access in the Australian criminal justice system to this historically marginalized group.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"541-554"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413800/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141200712","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

Cross-modal digit span and vocabulary proficiency in deaf or hard-of-hearing children. 聋儿或重听儿童的跨模态数字跨度和词汇能力。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae020

Ming Lo, Yi-Xiu Lin, Chih-Wei Hue, Shiou-Yuan Chen, Tzu-Ya Wang, Pei-Hua Chen

{"title":"Cross-modal digit span and vocabulary proficiency in deaf or hard-of-hearing children.","authors":"Ming Lo, Yi-Xiu Lin, Chih-Wei Hue, Shiou-Yuan Chen, Tzu-Ya Wang, Pei-Hua Chen","doi":"10.1093/jdsade/enae020","DOIUrl":"10.1093/jdsade/enae020","url":null,"abstract":"This study aims to examine the relationship between vocabulary proficiency and short-term memory capacity in deaf or hard-of-hearing (DHH) children. We test the hypothesis that the relationship between vocabulary skills and digit span performance could be strengthened when the digit span task encompasses cross-modal integration processes. A group of DHH children performed two types of auditory digit span tasks. Furthermore, they participated in a standardized vocabulary proficiency test, comprising two subtests: Receptive Vocabulary and Expressive Vocabulary. The verbal digit span served as a significant predictor of Expressive Vocabulary among the DHH children. Simultaneously, the auditory-pointing digit span accounted for a substantial portion of performance variation in both Receptive and Expressive Vocabulary. After considering the impact of the duration of auditory-verbal intervention through regression models, likelihood ratio tests demonstrated that the auditory-pointing digit span persisted as a significant determinant of both receptive and expressive vocabulary skills. A positive influence of the intervention was also confirmed by the present results. This study provides evidence that memory span and the ability to integrate cross-modal information could serve as significant cognitive correlates of vocabulary proficiency in DHH children.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"485-493"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141158630","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

Language and executive function in Mandarin-speaking deaf and hard-of-hearing children aged 3–5 3-5 岁讲普通话的聋哑儿童的语言和执行功能

IF 2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-15 DOI: 10.1093/jdsade/enae037

Yuchen Pan, Yongtao Xiao

{"title":"Language and executive function in Mandarin-speaking deaf and hard-of-hearing children aged 3–5","authors":"Yuchen Pan, Yongtao Xiao","doi":"10.1093/jdsade/enae037","DOIUrl":"https://doi.org/10.1093/jdsade/enae037","url":null,"abstract":"The study aimed to explore spoken language and executive function (EF) characteristics in 3–5-year-old prelingually deaf and hard-of-hearing (DHH) children, and evaluate the impact of demographic variables and EF on spoken language skills. 48 DHH children and 48 typically developing children who use auditory-oral communication were recruited. All participants underwent EF tests, including auditory working memory (WM), inhibitory control, cognitive flexibility, and the EF performance reported by parents. Using Mandarin Clinical Evaluation of Language for Preschoolers (MCELP), vocabulary comprehension, sentence comprehension, vocabulary naming, sentence structure imitation, and story narration were evaluated only in the DHH group, and their results were compared with the typical developmental level provided by MCELP. Results showed that DHH children exhibit deficiencies in different spoken language domains and EF components. While the spoken language skills of DHH children tend to improve as they age, a growing proportion of individuals fail to reach the typical developmental level. The spoken language ability in DHH children was positively correlated with age and EFs, and negatively correlated with aided hearing threshold, while auditory WM could positively predict their spoken language performance.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"4 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267955","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

Parental self-efficacy and early language development in deaf and hard-of-hearing children 父母的自我效能感与聋哑儿童的早期语言发展

IF 2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-15 DOI: 10.1093/jdsade/enae036

Carrie A Davenport, Elaine Smolen, Irina Castellanos, Evelien Dirks, Derek M Houston

{"title":"Parental self-efficacy and early language development in deaf and hard-of-hearing children","authors":"Carrie A Davenport, Elaine Smolen, Irina Castellanos, Evelien Dirks, Derek M Houston","doi":"10.1093/jdsade/enae036","DOIUrl":"https://doi.org/10.1093/jdsade/enae036","url":null,"abstract":"This study examined the relationship between parental self-efficacy in parents of young deaf and hard-of-hearing (DHH) children and children’s spoken language skills. A retrospective within-subjects study design was used that included 24 mother–child dyads with DHH children. Parental self-efficacy was assessed using the Scale of Parental Involvement and Self-Efficacy–Revised. Children’s language abilities were assessed using the Preschool Language Scale–5th edition. Our data revealed no significant associations between global measures of parental self-efficacy and children’s auditory comprehension, expressive communication, and total language scores. However, positive correlations were found between child language skills and specific parents’ beliefs about their ability to support their child’s spoken language development, their ability to use strategies to help their child communicate, and their active involvement in intervention. Findings highlight the importance of examining discrete aspects of parental self-efficacy as it specifically relates to parents supporting their DHH child’s spoken language development. Future directions and implications are provided.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"55 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267957","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

Correction to: Deaf role-models for Deaf children in hearing families: a scoping review. 更正：听力家庭中聋童的聋人榜样：范围研究。

IF 2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-12 DOI: 10.1093/jdsade/enae040

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 : 2024-08-17 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":"https://doi.org/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":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-17","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

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 : 2024-08-12 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":"https://doi.org/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":""},"PeriodicalIF":1.7,"publicationDate":"2024-08-12","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

Deaf role-models for Deaf children in hearing families: a scoping review. 有听力家庭中聋童的聋人榜样：范围审查。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-11 DOI: 10.1093/jdsade/enae028

Angela Joy, Susan Ledger, Jill Duncan

引用次数: 0