Journal of Deaf Studies and Deaf Education最新文献_第7页

Speech production skills of bilingual children using cochlear implants. 使用人工耳蜗的双语儿童的言语表达能力。

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae038

Pauline van der Straten Waillet, Kathryn Crowe, Brigitte Charlier, Cécile Colin

引用次数: 0

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

IF 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 DOI: 10.1093/jdsade/enae025

Manuela Gragnaniello, Gabriele Gianfreda, Barbara Pennacchi, Tommaso Lucioli, Alessandra Resca, Elena Tomasuolo, Pasquale Rinaldi

引用次数: 0

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

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

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

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 1.7 3区教育学

Journal of Deaf Studies and Deaf Education Pub Date : 2024-09-20 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":"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":"456-466"},"PeriodicalIF":1.7,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11413802/pdf/","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":"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