This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be…

Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was…

The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are…

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently…

Extensive literature has reiterated the reading difficulties of students who are deaf or hard of hearing. Building and expanding upon the work of B. J. Trezek and K. W. Malmgren (2005), this study demonstrated that given 1 year of instruction from a phonics-based reading curriculum supplemented by Visual Phonics, kindergarten and first-grade…