This article examines literature on deaf interpreting in school settings and reviews guidelines for educational interpreters from 15 school districts, noting discrepancies between guideline recommendations, what actually occurs in classrooms, and what research has found concerning: (1) production of the message by the interpreter; (2) reception of…

Fifty deaf and hard-of-hearing students mainstreamed in postsecondary classes rated their classroom communication ease with hearing instructors, hearing peers, and deaf peers. Both quantitative and qualitative results indicated that students varied considerably in their communication with hearing peers and professors, in their relations with deaf…

This study examined the social adjustment of deaf adolescents enrolled in segregated (n=39), partially integrated (n=15), and mainstreamed (n=17) settings. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with…

Semistructured interviews with 10 deaf and 10 hearing young adults found that instrumental writing occurred as frequently between deaf children and hearing parents as between deaf children and deaf parents. Deaf respondents did less personal or expressive writing than hearing peers. Implications for literacy instruction and further research are…

This study, involving 424 deaf secondary and postsecondary students, evaluated the interaction between vocabulary knowledge and syntax competence, finding a significantly greater correlation for students in the highest quartile of syntactic competence. It concludes that, unless deaf readers have achieved a reasonable level of syntactic competence,…

This article criticizes application of linguistic interdependence theory to the bilingual/bicultural model of English literacy for deaf students, suggesting that deaf learners do not match theory assumptions. It draws on the work of Vygotsky and Halliday to develop a conceptualization of literacy processes and argues that becoming literate…

This study compared 20 young deaf children with either exceptionally good or exceptionally poor spoken language for their hearing loss, age, and intelligence. Factors associated with high performance included earlier use of binaural ear-level aids, better educated mothers, auditory/verbal or auditory/oral instruction, reliance on spoken language…

As most deaf individuals experience two languages (American Sign Language, English) and three modalities (sign, speech, print), this article describes code variations and adaptations in particular situations at a school for the deaf. Most language was mixed in both code and mode; such mixing was seen to be a strategy which uniquely adapts…

Integrative motivation was found to correlate significantly with American Sign Language (ASL) proficiency for 115 hearing faculty and staff at a postsecondary program for deaf students. Instrumental motives, however, were perceived as less important. Higher achievement in ASL was also associated with a positive cultural attitude toward deaf…

This study investigated whether deafness contributes to enhancement of visual spatial cognition, independent of knowledge of sign language. Comparison of 12 congenitally deaf children not exposed to sign language and 12 matched hearing controls found that the groups did not differ in their performance on visual spatial skills tests. (Author/DB)