Four critical responses to an article, "The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing" (Wang, Trezek, Luckner, & Paul, 2008), are presented. Issue is taken with the conclusions of the article by Wang and colleagues regarding the "necessary" condition of phonological…

Statistical analyses were performed on data containing demographic, handicapping, and achievement information for 1,465 hearing-impaired students. Results showed that the integrated students and the nonintegrated students differed with respect to their age, ethnic status, hearing loss, age at onset, additional handicapping characteristics, and…

The new seventh edition of the Stanford Achievement Test adapted for hearing impaired students incorporates such characteristics as separate reading and math booklets, printing of many of the items previously dictated, elimination or change of items found to be biased, an expanded norms table, and a flexible scoring system. (CL)

The analysis of questionnaire responses of 888 teachers of the hearing impaired found that deaf teachers, teachers with less than six years of experience, and junior high and high school teachers reported incorporating fewer English grammatical features in their sign communication than other teachers. (Author/DB)

This study presents cross-tabulations of educational placement variables by demographic characteristics for subgroups of the deaf and hard-of-hearing population (n=40,518). Variables include type of school, amount of academic integration with hearing students, number of hearing-impaired students, degree of hearing loss, age, ethnic and racial…

This study examined characteristics and outcomes of 88 Texas children with severe hearing impairments who received cochlear implants. Characteristics analyzed were age, ethnic background, additional handicaps, age at onset and etiology, type of educational facility, number of instructional support services, speech and auditory training, and degree…