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

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

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

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

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

DHH and L2 college students' knowledge of English resultatives and depictives. DHH和L2大学生对英语结果语和描述语的认知。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 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":"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.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"226-233"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143665099","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 queers in the healthcare system. 医疗系统中的聋人酷儿。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enaf001

Lorne Farovitch, Leah Oakes

引用次数: 0

The macrostructure of narratives produced by children acquiring Finnish Sign Language. 芬兰手语习得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 : 2025-03-20 DOI: 10.1093/jdsade/enae049

Heta Pietarinen, Laura Kanto

引用次数: 0

Incidental learning with deaf students. 聋哑学生的偶然学习。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enaf009

Mindy J Hopper

引用次数: 0

Correction to: Deaf adolescents' quality of life: a questionnaire in Italian Sign Language. 失聪青少年的生活质量：一份意大利手语问卷。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae027

引用次数: 0

A sign language journey to the land of smiles: Thailand study abroad. 微笑国度的手语之旅：泰国留学

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2025-03-20 DOI: 10.1093/jdsade/enae056

David R Meek, Pauline M Ballentine, Beverly J Buchanan, M Diane Clark, Brad S Cohen, Paul K Simmons

{"title":"A sign language journey to the land of smiles: Thailand study abroad.","authors":"David R Meek, Pauline M Ballentine, Beverly J Buchanan, M Diane Clark, Brad S Cohen, Paul K Simmons","doi":"10.1093/jdsade/enae056","DOIUrl":"10.1093/jdsade/enae056","url":null,"abstract":"This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included narratives with the Deaf faculty leader and the hearing ASL interpreter, a content analysis with the hearing undergraduates, and a section focused on the Deaf perspective with a thematic analysis with the Deaf faculty, students, and alumni. 6 themes emerged in the discussion of students' experiences during the tour in Thailand, including being immersed into the Deaf world, the challenge of not comprehending what was happening, the patience of the Thai people, experiencing cultural differences, receptive skills improving, comprehension increasing, and issues related to scheduling of events. The impact of both international and multicultural influences are discussed. Additionally, recommendations for travel agencies that work with Deaf study-abroad leaders are included.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"30 2","pages":"234-247"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143664965","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