The authors describe the use of cochlear implants with deaf children in Norway and examine how this intervention has raised new expectations and some tensions concerning the future of education for deaf students. They report on two studies of communication within school learning environments of young children with implants in Norwegian preschools…

Paul, Wang, Trezek, and Luckner offer a rebuttal to an article by Allen, Clark, del Giudice, Koo, Lieberman, Mayberry, and Miller published in the same issue of the "American Annals of the Deaf" (Fall 2009) that is critical of an article by Wang, Trezek, Luckner, and Paul that was published in the Fall 2008 "Annals". Major themes from the article…

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…

Professionalism arose concurrently with coordination policies among service providers and between parents and service providers in deaf education practices. The author examines the effects of professionalism on coordination among service providers from different disciplines (deaf education, speech-language pathology, elementary education,…

This ethnographic study explored perspectives of parents of young deaf children living in urban areas. Nine parents, two grandparents, and six staff members were intensively interviewed and observed over six months. Themes identified included diagnosis and grief, language struggles, systemic barriers, and impact of the urban setting.…

A study examined the relationship between phonemic awareness and reading ability in 29 elementary children enrolled in a residential school for students with deafness. Reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any variance in reading ability. (Contains…

Third-graders with and without hearing loss in the United States and the United Arab Emirates (n=72) were compared on their perspectives on specific life situations. Students did not differ in their metacognitive interpretations of the experiences when they were from the same culture, but students from separate cultures differed. (Contains…

This paper stresses the importance of developing phonological awareness to foster reading skills in hearing and deaf learners. It reviews the research on stages in acquisition of phonological awareness and phonological awareness and deafness. Suggestions for phonological assessment of deaf students include use of formal and informal phonological…

A study investigated the expressed advice of 76 parents, 38 elementary school teachers, and 21 deaf community leaders regarding careers for students with deafness in Sweden. Despite many advances in the country, communication in the language of the greater society was a potent factor in limiting occupational possibilities. (Contains nine…

A study involving six bilingually educated children (ages 5-6) with deafness found overall level of involvement was high on three educational tasks and was influenced by type of task, teacher, and language of instruction. Involvement was greater during activities led by the teacher with deafness using Sign Language of the Netherlands. (Contains…

A four-year study explored face-to-face English competence of five students (ages 7-12) with deafness participating in a study of teachers' use of English-based signing. Grammatical forms similar in English and American Sign Language were initially more readily produced when tested for in English and students showed consistently higher attainment…

A reading program utilizing five components (a shortcut to phonemic awareness, Adapted Dolch words, Bridge lists and the Bridging process, reading comprehension, and American Sign Language development/language experience stories) resulted in dramatic gains in the reading levels of 48 elementary students at a residential school for the deaf.…

This qualitative study examined two classrooms that used a coteaching approach to provide services to students who were deaf, hard of hearing, and hearing. It used extensive observations and interviews with teachers, students, parents, and administrators. Results support coteaching's effectiveness as a service-delivery model. Seven themes about…

A questionnaire completed by 13 hearing parents of deaf children and 28 parents of hearing children attending a public elementary school indicated no significant differences between the level of involvement in their children's education of either parent group. However, parents of deaf children observed more in their child's classroom and parents…

This article explains a movement-based approach to the development of language in children with deaf-blindness. This approach uses the salient features of individuals or objects to stimulate use of language in the immediate environment, and later to refer to persons or concepts in a more abstract fashion. It stresses the use of structure and a…