Journal of Deaf Studies and Deaf Education最新文献_第4页

Correction to: Literacy and signing deaf students: a multi-national scoping review. 更正：识字与手语聋哑学生：多国范围研究。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-08-05 DOI: 10.1093/jdsade/enae032

引用次数: 0

Correction to: Deaf adolescents' quality of life: a questionnaire in Italian Sign Language. 更正：聋哑青少年的生活质量：意大利手语调查问卷。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-07-03 DOI: 10.1093/jdsade/enae027

引用次数: 0

The effect of retrieval practice on vocabulary learning for DHH children. 检索练习对 DHH 儿童词汇学习的影响。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae005

Casey K Reimer, Heather Grantham, Andrew C Butler

引用次数: 0

Correction to: Early access to language supports number mapping skills in deaf children. 更正：早期接触语言有助于提高聋哑儿童的数字映射技能。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae013

引用次数: 0

Effect of sample length on MLU in Mandarin-speaking hard-of-hearing children. 样本长度对普通话重听儿童 MLU 的影响。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae007

Chia-Ying Chu, Pei-Hua Chen, Yi-Shin Tsai, Chieh-An Chen, Yi-Chih Chan, Yan-Jhe Ciou

引用次数: 0

Motor adaptation in deaf and hearing native signers. 聋人和听力母语手语者的运动适应。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae010

Anna-Lena Stroh, Krista E Overvliet, Björn Zierul, Frank Rösler, Brigitte Röder

{"title":"Motor adaptation in deaf and hearing native signers.","authors":"Anna-Lena Stroh, Krista E Overvliet, Björn Zierul, Frank Rösler, Brigitte Röder","doi":"10.1093/deafed/enae010","DOIUrl":"10.1093/deafed/enae010","url":null,"abstract":"Previous studies have suggested that deafness could lead to deficits in motor skills and other body-related abilities. However, the literature regarding motor skills in deaf adults is scarce and existing studies often included participants with heterogeneous language backgrounds and deafness etiologies, thus making it difficult to delineate the effects of deafness. In this study, we investigated motor learning in deaf native signers and hearing nonsigners. To isolate the effects of deafness and those of acquiring a signed language, we additionally tested a group of hearing native signers. Two well-established paradigms of motor learning were employed, in which participants had to adapt their hand movements to a rotation of the visual feedback (Experiment 1) or to the introduction of a force field (Experiment 2). Proprioceptive estimates were assessed before and after adaptation. Like hearing nonsigners, deaf and hearing signers showed robust adaptation in both motor adaptation paradigms. No significant differences in motor adaptation and memory were observed between deaf signers and hearing nonsigners, as well as between hearing signers and hearing nonsigners. Moreover, no discernible group differences in proprioceptive accuracy were observed. These findings challenge the prevalent notion that deafness leads to deficits in motor skills and other body-related abilities.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"335-349"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11577619/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121035","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

Morphology instruction: the missing piece of the reading pie. 语法教学：阅读馅饼中缺失的一块。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/jdsade/enae017

Jessica Williams

引用次数: 0

Correction. 更正。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae014

引用次数: 0

Resolving syntactic-semantic conflicts: comprehension and processing patterns by deaf Chinese readers. 解决句法-语义冲突：中国聋人读者的理解和处理模式。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae008

Qi Cheng, Xu Yan, Lujia Yang, Hao Lin

{"title":"Resolving syntactic-semantic conflicts: comprehension and processing patterns by deaf Chinese readers.","authors":"Qi Cheng, Xu Yan, Lujia Yang, Hao Lin","doi":"10.1093/deafed/enae008","DOIUrl":"10.1093/deafed/enae008","url":null,"abstract":"The current study combined sentence plausibility judgment and self-paced reading tasks to examine the comprehension strategies and processing patterns of Chinese deaf individuals when comprehending written Chinese sentences with syntactic-semantic cue conflicts. Similar to findings from previous crosslinguistic studies on deaf readers, the Chinese deaf readers showed great variability in their comprehension strategies, with only 38% robustly relying on syntactic cues. Regardless of their overall comprehension preferences, the deaf readers all showed additional processing efforts as reflected by longer reading time at the verb regions when they relied on the syntactic cues. Those with less robust reliance on syntactic cues also showed longer reading time at the verb regions even when they relied on the semantic cues, suggesting sensitivity to the syntactic cues regardless of the comprehension strategy. These findings suggest that deaf readers in general endure more processing burden while resolving conflicting syntactic and semantic cues, likely due to their overall high reliance on semantic information during sentence comprehension. Increased processing burden thus may contribute to an overall tendency of over-reliance on semantic cues when comprehending sentences with cue conflicts.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"396-411"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140029227","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/hard of hearing students' experiences with higher education's real-time captioning services. 聋人/听障学生对高等教育实时字幕服务的体验。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/jdsade/enae019

Aaron J Jolly, Cassidy E Macfarlane, Brittan A Barker

{"title":"Deaf/hard of hearing students' experiences with higher education's real-time captioning services.","authors":"Aaron J Jolly, Cassidy E Macfarlane, Brittan A Barker","doi":"10.1093/jdsade/enae019","DOIUrl":"10.1093/jdsade/enae019","url":null,"abstract":"Real-time captions appear to be an effective tool in assisting deaf and hard of hearing (DHH) college students' access information and communication in certain classroom settings. However, there is limited knowledge of DHH students' direct experiences with real-time captioning services. In this study, we gathered narratives from 15 DHH college students across the United States about their experiences with real-time captioning services in college. We analyzed the stories using thematic narrative analysis and uncovered 4 types that students told about their experiences. The story types were (a) stories of overcoming obstacles, (b) stories of resignation, (c) pragmatic stories, and (d) stories of personal connection. These story types reveal that although many students eventually experience effective communication access through real-time captioning services, they can initially struggle to overcome barriers to using the services successfully. Making time and space to listen to DHH students' narratives can teach educators and professionals how to support these students and resolve barriers before they arise.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"424-432"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141066407","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