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Journal of Deaf Studies and Deaf Education最新文献

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Academic verb knowledge of DHH college students and their hearing peers. DHH大学生与听力同龄人的学术动词知识。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad053
Gerald P Berent, Ronald R Kelly, Susan P Rizzo, Zhong Chen, Tanya Schueler-Choukairi, Kimberly Persky, Kathryn L Schmitz, Stanley Van Horn
{"title":"Academic verb knowledge of DHH college students and their hearing peers.","authors":"Gerald P Berent, Ronald R Kelly, Susan P Rizzo, Zhong Chen, Tanya Schueler-Choukairi, Kimberly Persky, Kathryn L Schmitz, Stanley Van Horn","doi":"10.1093/deafed/enad053","DOIUrl":"10.1093/deafed/enad053","url":null,"abstract":"<p><p>This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students. Results revealed near-ceiling performance by hearing native speakers but significant vocabulary challenges in the DHH and EAL learner groups, who exhibited parallel lexical knowledge. Learner group performance increased as verb frequency range increased and as overall English proficiency level increased. The findings demonstrate that lexical frequency effects guide English verb acquisition in the targeted populations.2.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"158-169"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138463606","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
Writing instruction with grade-level/college-bound secondary deaf students. 为聋哑中学生提供写作指导。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad062
Kimberly Wolbers, Hannah Dostal, Leala Holcomb, Kelsey Spurgin
{"title":"Writing instruction with grade-level/college-bound secondary deaf students.","authors":"Kimberly Wolbers, Hannah Dostal, Leala Holcomb, Kelsey Spurgin","doi":"10.1093/deafed/enad062","DOIUrl":"10.1093/deafed/enad062","url":null,"abstract":"<p><p>In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writing instruction specific to grade-level or college-bound deaf students. We compared results from both cycles to investigate the similarities and differences in instructional practices and research needs between the two groups. We found that teachers are generally more prepared to instruct deaf students who are at grade level due to widely available curricula aligned with grade-level benchmarks. This contrasts with the challenges teachers face with creating or adapting materials for those who have experienced language deprivation. According to teachers, grade-level students receive 1.5 hr more weekly in writing instruction compared to the full sample. This study also indicates the importance of training teachers to teach skills in crafting arguments through writing, given its applicability to deaf students' future academic and personal goals.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"145-157"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139098889","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
Supporting inference-making in school-aged deaf and hard-of-hearing children. 帮助学龄聋哑儿童进行推理。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enae004
Michella Basas
{"title":"Supporting inference-making in school-aged deaf and hard-of-hearing children.","authors":"Michella Basas","doi":"10.1093/deafed/enae004","DOIUrl":"https://doi.org/10.1093/deafed/enae004","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 2","pages":"290-291"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177149","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
School belonging and deaf adolescents. 学校归属感与失聪青少年
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enae002
Scott Gentzke
{"title":"School belonging and deaf adolescents.","authors":"Scott Gentzke","doi":"10.1093/deafed/enae002","DOIUrl":"https://doi.org/10.1093/deafed/enae002","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 2","pages":"288-289"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177147","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 quality of teaching behaviors in learning environments of DHH students. DHH学生在学习环境中的教学行为质量。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad046
M Christina Rivera, Jennifer A Catalano, Lee Branum-Martin, Amy R Lederberg, Shirin D Antia
{"title":"The quality of teaching behaviors in learning environments of DHH students.","authors":"M Christina Rivera, Jennifer A Catalano, Lee Branum-Martin, Amy R Lederberg, Shirin D Antia","doi":"10.1093/deafed/enad046","DOIUrl":"10.1093/deafed/enad046","url":null,"abstract":"<p><p>Classrooms are complex learning environments, with instruction, climate, and teacher-student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. The present study sought to (1) determine if the items on the QLE-DHH are good indicators of theoretically meaningful dimensions of classroom quality; (2) determine to what extent these dimensions predicted language and reading outcomes of DHH students; and (3) examine how teachers of DHH students were rated on the indicators of classroom quality. The findings suggested that the QLE-DHH has excellent structural validity. Ratings predicted student reading outcomes. Finally, the QLE-DHH was able to capture teachers' strengths and skills in need of improvement. The QLE-DHH appears to hold promise for use in both research and teacher preparation programs.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"230-244"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136399797","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
Validity and reliability of the ERSA questionnaire in Turkish. 土耳其语 ERSA 问卷的有效性和可靠性。
IF 1.7 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad064
Hüseyin Öztürk, Mustafa Karabulut, Mine Baydan-Aran, Suna Tokgöz-Yılmaz
{"title":"Validity and reliability of the ERSA questionnaire in Turkish.","authors":"Hüseyin Öztürk, Mustafa Karabulut, Mine Baydan-Aran, Suna Tokgöz-Yılmaz","doi":"10.1093/deafed/enad064","DOIUrl":"10.1093/deafed/enad064","url":null,"abstract":"<p><p>This methodological study aimed to assess the validity and reliability of the Turkish version of the Evaluation of the Impact of Hearing Loss in Adults (ERSA) questionnaire for individuals with treated hearing loss. The study involved 200 participants, and both exploratory factor analysis and confirmatory factor analysis were used to examine structural validity. External validity was assessed by correlating ERSA scores with the Abbreviated Profile of Hearing Aid Benefit (APHAB). Internal consistency and test-retest reliability were evaluated using Cronbach's alpha and the intraclass correlation coefficient, respectively. The Turkish ERSA demonstrated strong psychometric properties, with significant correlations between APHAB and ERSA scores and excellent internal consistency and test-retest reliability. The findings suggest that the Turkish ERSA is a valid and reliable tool for evaluating the impact of hearing loss in individuals.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"258-264"},"PeriodicalIF":1.7,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11407440/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433169","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
Linguistic identity in multigenerational ethnic minority/ethnically heterogeneous deaf families. 多代少数民族/异质聋人家庭的语言认同。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad056
Emese Belenyi, Gavril Flora
{"title":"Linguistic identity in multigenerational ethnic minority/ethnically heterogeneous deaf families.","authors":"Emese Belenyi, Gavril Flora","doi":"10.1093/deafed/enad056","DOIUrl":"10.1093/deafed/enad056","url":null,"abstract":"<p><p>This paper discusses language use and identity patterns in ethnic minority/ethnically heterogeneous multigenerational deaf families in Romania, where at least one of the family members belongs to the ethnic Hungarian minority. Early childhood and school linguistic socialization, language use within the family, and cross-generational transmission of identity to children are explored. The research is based on five ethnic minority/ethnically heterogeneous multigenerational deaf family case studies. The research results show that within ethnic-national minority/ethnically heterogeneous multigenerational deaf families, complex identity patterns may develop and multifaceted linguistic communication models may prevail, including the use of national oral languages and national sign languages of the parties involved. At the same time, a kind of special linguistic and cultural enrichment, a striving for cultural-linguistic balance, may occur.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"199-216"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138811029","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 role of parents in early intervention. 父母在早期干预中的作用。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad050
Carrie A Davenport, Elaine R Smolen
{"title":"The role of parents in early intervention.","authors":"Carrie A Davenport, Elaine R Smolen","doi":"10.1093/deafed/enad050","DOIUrl":"10.1093/deafed/enad050","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"284-285"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136399798","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
Emotion recognition and false belief in deaf or hard-of-hearing preschool children. 聋儿或重听学龄前儿童的情绪识别和错误信念。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enad044
Emrah Akkaya, Murat Doğan
{"title":"Emotion recognition and false belief in deaf or hard-of-hearing preschool children.","authors":"Emrah Akkaya, Murat Doğan","doi":"10.1093/deafed/enad044","DOIUrl":"10.1093/deafed/enad044","url":null,"abstract":"<p><p>This study aims to examine emotion recognition and false belief performances of 4-5-year-old (48-71 months) deaf or hard-of-hearing (DHH) children. The performances have been assessed using the Turkish Version of the Theory of Mind Task Battery for Children. The DHH children have been continuing schooling in inclusive settings with an auditory-oral approach. The emotion recognition performances of hearing children (n = 100) and DHH (n = 100) children have appeared to be similar. The ANOVA analysis has revealed that the groups do not differ concerning false belief performances between the ages of 4 and 5.5. However, from the age of 5.5, hearing children have performed better than DHH children. According to correlation analysis, parental education has been determined as a remarkable factor in DHH children's false belief development. The findings point to the need for research across a wide range of ages to better understand the developmental course of false belief in DHH children.</p>","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":" ","pages":"134-144"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10950420/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41154108","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
Interactive storybook reading to enhance language, literacy, and social-emotional skills. 互动式故事书阅读，提高语言、读写能力和社交情感技能。
IF 2 3区 教育学
Journal of Deaf Studies and Deaf Education Pub Date : 2024-03-17 DOI: 10.1093/deafed/enae003
Loes Wauters, Evelien Dirks
{"title":"Interactive storybook reading to enhance language, literacy, and social-emotional skills.","authors":"Loes Wauters, Evelien Dirks","doi":"10.1093/deafed/enae003","DOIUrl":"https://doi.org/10.1093/deafed/enae003","url":null,"abstract":"","PeriodicalId":47768,"journal":{"name":"Journal of Deaf Studies and Deaf Education","volume":"29 2","pages":"286-287"},"PeriodicalIF":2.0,"publicationDate":"2024-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177146","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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