Journal of Deaf Studies and Deaf Education最新文献_第5页

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

Correction to: Deaf children, home language environments, and reciprocal-contingent family interactions. 更正为聋哑儿童、家庭语言环境和互惠-条件家庭互动。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae012

引用次数: 0

Developing expressive language skills of deaf students through specialized writing instruction. 通过专门的写作教学培养聋哑学生的语言表达能力。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enad065

Kimberly A Wolbers, Hannah M Dostal, Leala Holcomb, Kelsey Spurgin

{"title":"Developing expressive language skills of deaf students through specialized writing instruction.","authors":"Kimberly A Wolbers, Hannah M Dostal, Leala Holcomb, Kelsey Spurgin","doi":"10.1093/deafed/enad065","DOIUrl":"10.1093/deafed/enad065","url":null,"abstract":"Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students' language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical approaches, namely Strategic and Interactive Writing Instruction, implemented with deaf students in grades 3-6 to develop genre-specific traits in their expressive language (spoken or signed) and writing. In this study, a total of 16 teachers and their 69 students participated in the treatment and comparison groups. Expressive language and writing samples were collected at the beginning and end of the year for three different genres. Students in the treatment group showed statistically significant gains in their expressive and written language for recount and information genres when compared to students in the comparison group. There was not a significant treatment effect on persuasive expressive language or writing. In addition, there was a significant positive correlation between expressive language and writing at both time points across all three genres. This study provides evidence on the importance of attending to language skills during literacy instruction.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"350-361"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139467040","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

Expressive vocabulary word categories of children who are deaf and hard-of-hearing. 聋儿和重听儿童的表达词汇类别。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enad066

Andrea D Warner-Czyz, Sean R Anderson, Sarah Graham, Kristin Uhler

{"title":"Expressive vocabulary word categories of children who are deaf and hard-of-hearing.","authors":"Andrea D Warner-Czyz, Sean R Anderson, Sarah Graham, Kristin Uhler","doi":"10.1093/deafed/enad066","DOIUrl":"10.1093/deafed/enad066","url":null,"abstract":"This study investigated the acquisition of early expressive vocabulary among young children who are deaf and hard-of-hearing (DHH; n = 68) using auditory technology (hearing aids and cochlear implants). Parents completed a standardized vocabulary checklist, which allowed analyses of (i) the size of their child's spoken vocabulary; (ii) composition of the expressive lexicon (e.g., parts of speech such as nouns and verbs; semantic categories such as routines and body parts); and (iii) demographic and audiologic factors (e.g., chronologic age, degree of hearing access) potentially associated with these metrics. Young children who are DHH and use auditory technology acquired fewer spoken words than peers with typical hearing (TH) matched for chronologic age but more spoken words than peers with TH matched for listening experience. Action verbs-not nouns-significantly increased the odds of a child who is DHH achieving a vocabulary quotient within the normative range. These findings support the exploration of early expressive vocabulary size and composition-especially the number of active verbs-to guide clinical management and decision-making for young children who are DHH.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"362-376"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195470/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139492377","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 historical demography of the Martha's Vineyard signing community. 玛莎葡萄园签约社区的历史人口统计。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enad058

Justin M Power, Richard P Meier

{"title":"The historical demography of the Martha's Vineyard signing community.","authors":"Justin M Power, Richard P Meier","doi":"10.1093/deafed/enad058","DOIUrl":"10.1093/deafed/enad058","url":null,"abstract":"The deaf population of Martha's Vineyard has fascinated scholars for more than a century since Alexander Graham Bell's research on the frequent occurrence of deafness there and since Groce's book on the island's signing community (Groce, N. E. (1985). Everyone here spoke sign language: Hereditary deafness on Martha's Vineyard. Cambridge, MA: Harvard University Press.). In Groce's work, and in that of subsequent scholars, the Vineyard signing community has often been portrayed as remote and outlying, having developed independently of mainland signing communities for roughly 133 years until 1825. We re-examine that interpretation in light of historical, demographic, and genealogical evidence covering the period 1692-2008. We argue that the Vineyard signing community began in Chilmark in 1785, 93 years later than previously thought, and that it had had a brief period of independent development, roughly 40 years, before becoming well connected, through deaf education, to the nascent New England signing community. We consider the implications of the Vineyard community's history for our understanding of how village signing communities develop.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"295-321"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195467/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139576958","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 interpreter's role and deaf students' autonomy in mainstream classrooms. 主流课堂中口译员的角色和聋哑学生的自主性。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae009

Lisa M Prinzi

{"title":"The interpreter's role and deaf students' autonomy in mainstream classrooms.","authors":"Lisa M Prinzi","doi":"10.1093/deafed/enae009","DOIUrl":"10.1093/deafed/enae009","url":null,"abstract":"This article explores the interpreter's role and approaches to working with deaf students as seen from deaf individuals' and interpreters' perspectives. A group of 41 formerly mainstreamed deaf individuals and interpreters offered insights into how the interpreter's role in mainstream classrooms influences deaf student autonomy and participation. This research illustrates the significance of autonomy for mainstreamed deaf students and suggests a correlation between the interpreter's role and deaf students' perceived autonomy in the classroom. In addition, the findings suggest that deaf students do not always know what an interpreter is supposed to do in K-12 classrooms. This study also finds that educational team members do not always explicitly communicate their roles and responsibilities to deaf students, leading to confusion that impacts their autonomy and overall experience. Finally, this research finds that deaf students are not trained with the ability to negotiate and renegotiate the interpreter's role. This article concludes with considerations and recommendations for deaf education and interpreter education communities.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"412-423"},"PeriodicalIF":1.7,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11195466/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140121036","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

Understanding deaf children and their home language environments. 了解聋哑儿童及其家庭语言环境。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-06-24 DOI: 10.1093/deafed/enae016

Oscar Ocuto

引用次数: 0

Conversation and pragmatics in children who are hard-of-hearing: a scoping review. 重听儿童的会话和语用学：范围综述。

IF 2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-05-16 DOI: 10.1093/deafed/enae011

Jenna Bongioletti, Maree Doble, Alison Purcell

{"title":"Conversation and pragmatics in children who are hard-of-hearing: a scoping review.","authors":"Jenna Bongioletti, Maree Doble, Alison Purcell","doi":"10.1093/deafed/enae011","DOIUrl":"https://doi.org/10.1093/deafed/enae011","url":null,"abstract":"Technological and therapeutic advances have allowed many children who are born hard-of-hearing (HoH) to start school with age-appropriate spoken language skills, yet many of these children continue to find everyday conversations challenging. This scoping review maps the evidence related to development of conversation and pragmatic skills in children who are HoH and learning spoken language. The review followed Arksey and O'Malley's methodological framework and the PRISMA Extension for Scoping Reviews guidelines. Quality appraisal, data extraction, and thematic analysis were used to describe the data. Systematic searches identified 36 articles for inclusion. Sample sizes were small and heterogenous. Most studies focused on school-aged children with severe hearing loss or greater. Methodological rigor varied. Thematic analysis revealed two global themes. First, children who are HoH continue to find conversation and pragmatics difficult to master, and second, there are a set of audiological, communication, environmental, and demographic characteristics that are associated with better conversation and pragmatic outcomes, some of which are fixed, whereas others are malleable. Focused attention on designing valid and reliable assessments for conversation and pragmatic skills, and on developing therapeutic approaches targeting early conversation and pragmatic skill development, is needed to reduce the impact conversation and pragmatic differences across the lifespan.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140959609","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

SLPs' perceptions of language learning myths about children who are DHH. SLP对DHH儿童语言学习神话的看法。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad043

Jena McDaniel, Hannah Krimm, C Melanie Schuele

引用次数: 0

Syntax intervention in American Sign Language: an exploratory case study. 美国手语的句法干预:一个探索性案例研究。

IF 2 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad048

Kimberly Ofori-Sanzo, Leah Geer, Kinya Embry

{"title":"Syntax intervention in American Sign Language: an exploratory case study.","authors":"Kimberly Ofori-Sanzo, Leah Geer, Kinya Embry","doi":"10.1093/deafed/enad048","DOIUrl":"10.1093/deafed/enad048","url":null,"abstract":"This case study describes the use of a syntax intervention with two deaf children who did not acquire a complete first language (L1) from birth. It looks specifically at their ability to produce subject-verb-object (SVO) sentence structure in American Sign Language (ASL) after receiving intervention. This was an exploratory case study in which investigators utilized an intervention that contained visuals to help teach SVO word order to young deaf children. Baseline data were collected over three sessions before implementation of a targeted syntax intervention and two follow-up sessions over 3-4 weeks. Both participants demonstrated improvements in their ability to produce SVO structure in ASL in 6-10 sessions. Visual analysis revealed a positive therapeutic trend that was maintained in follow-up sessions. These data provide preliminary evidence that a targeted intervention may help young deaf children with an incomplete L1 learn to produce basic word order in ASL. Results from this case study can help inform the practice of professionals working with signing deaf children who did not acquire a complete L1 from birth (e.g., speech-language pathologists, deaf mentors/coaches, ASL specialists, etc.). Future research should investigate the use of this intervention with a larger sample of deaf children.","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"105-114"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136399796","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