Nonstandard grammatical forms are often present in the writing of deaf students that are rarely, if ever, seen in the writing of hearing students. With the implementation of Strategic and Interactive Writing Instruction (SIWI) in previous studies, students have demonstrated significant gains in high-level writing skills (e.g., text structure) but…

This study aims to enhance understanding of the factors underlying variance in the reading comprehension skills of prelingually deaf individuals. Participants were 213 sixth through tenth graders with prelingual deafness recruited from four orthographic backgrounds (Hebrew, Arabic, English, and German) and allocated to three distinct reading…

This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and…

This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts.…

Students who are deaf or hard of hearing (SDHH) often need accommodations to participate in large-scale standardized assessments. One way to bridge the gap between the language of the test (English) and a student's linguistic background (often including American Sign Language [ASL]) is to present test items in ASL. The specific aim of this project…

Reading fluency in deaf children whose primary mode of communication is visual, whether English-like or American Sign Language, is difficult to measure since most measures of fluency require a child to read aloud. This article opens the discussion of a new construct, namely, signed reading fluency (i.e., rendering of printed text in a visually…

This article reports the findings of balanced and interactive writing instruction used with 16 deaf and hard-of-hearing students. Although the instruction has been used previously, this was the first time it had been modified to suit the specific needs of deaf children and the first time it had been implemented with this subpopulation of students.…

Research indicates that the acquisition of phonemic awareness and phonic skills is highly correlated with later success in learning to read. Numerous studies support the hypothesis that deaf and hard-of-hearing children are able to utilize alternative systems to develop phonological awareness that are not dependent on the ability to hear sounds or…

This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar,…