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Scott, Jessica A.; Hansen, Sarah G.; Lederberg, Amy R. – American Annals of the Deaf, 2019
Fingerspelling and its relationship with literacy skills among deaf and hard of hearing children who use American Sign Language is an increasingly popular research topic. However, there is limited research on whether reading interventions that systematically include fingerspelling are more effective for improving literacy skills than reading…
Descriptors: Deafness, Students with Disabilities, Finger Spelling, American Sign Language
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Urbani, Jacquelyn M. – American Annals of the Deaf, 2019
Deaf and hard of hearing (d/Dhh) children frequently have delayed language; yet limited research exists on interventions to facilitate linguistic development in the classroom (Fung, Chow, & McBride-Chang, 2005). Dialogic reading is an evidence-based practice that has resulted in significantly improved language skills (Towson, Fettig, Fleury,…
Descriptors: Deafness, Hearing Impairments, Language Acquisition, Reading Instruction
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Yan, Jingqi; Li, Degao – American Annals of the Deaf, 2019
Deaf and hard of hearing (DHH) students tend to experience delayed development of grammatical skills in written language. However, much remains unknown about the mechanism behind this phenomenon. In the present study, the researchers used a self-paced moving-window reading task to investigate DHH students' understanding of causal and adversative…
Descriptors: Deafness, Partial Hearing, Sentences, Foreign Countries
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Silvestri, Julia; Wang, Ye – American Annals of the Deaf, 2018
The purpose of the study was to uncover and describe psycholinguistic and sociocognitive factors facilitating effective reading by signing adults who are profoundly deaf and do not use hearing technology. The sample comprised four groups, each consisting of 15 adults, for a total of 60 participants. The four groups were "deaf…
Descriptors: Grounded Theory, Adults, Deafness, Reading Instruction
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Wang, Ye; Williams, Cheri – American Annals of the Deaf, 2014
In a qualitative meta-analysis , the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing…
Descriptors: Reading Research, Meta Analysis, Deafness, Hearing Impairments
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Mayer, Connie; Trezek, Beverly J. – American Annals of the Deaf, 2014
A quarter century ago, Hanson (1989) asked, "Is reading different for deaf individuals?" (p. 85). Appealing to evidence available at the time, she argued that skilled deaf readers, like their hearing counterparts, relied on their knowledge of English structure, including phonological information. This perspective on the role phonology…
Descriptors: Reading Processes, Deafness, Phonology, English
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Hamilton, Harley – American Annals of the Deaf, 2011
The author reviews research on working memory and short-term memory abilities of deaf individuals, delineating strengths and weaknesses. Among the areas of weakness that are reviewed are sequential recall, processing speed, attention, and memory load. Areas of strengths include free recall, visuospatial recall, imagery, and dual encoding.…
Descriptors: Deafness, Short Term Memory, Recall (Psychology), Spatial Ability
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Guardino, Caroline; Syverud, Susan M.; Joyner, Amy; Nicols, Heather; King, Sarah – American Annals of the Deaf, 2011
The effectiveness of phonological instruction with 6 deaf students in an oral program was investigated. In a previous investigation (Syverud, Guardino, & Selznick, 2009), promising results had been obtained in a case study in which the Direct Instruction curriculum titled "Teach Your Child to Read in 100 Easy Lessons" (Engelmann, Haddox, & Bruner,…
Descriptors: Deafness, Phonology, Phonics, Reading Instruction
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Wang, Ye; Paul, Peter V. – American Annals of the Deaf, 2011
In a comparison between the Cornerstones approach--a literature-based, technology-infused literacy project--and an instructional method designated the Typical approach, a mixed method design was used to answer three research questions: (a) Will children who are deaf or hard of hearing demonstrate differences in beginning reading skills as measured…
Descriptors: Deafness, Literacy, Reading Skills, Instructional Effectiveness
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Aceti, Katherine Jane; Wang, Ye – American Annals of the Deaf, 2010
The study explored the effects of an 8-week intervention in which a teacher/researcher used direct instruction to show the multiple meanings of 7 words to 4 deaf students ages 11-13 years in a school for the deaf. Applying conclusions from emerging research that links knowledge and strategy with metacognitive skills, the teacher/researcher used…
Descriptors: Direct Instruction, Special Schools, Reading Comprehension, Deafness
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Wang, Ye – American Annals of the Deaf, 2010
The ongoing debate on Deaf epistemologies reflects two major paradigms in deaf education: positivism and constructivism. The present article investigates Deaf epistemologies through a metaparadigm, which should blur the boundaries among different paradigms and connect the epistemological inquiry to instructional practice for d/Deaf students. The…
Descriptors: Constructivism (Learning), Literacy Education, Learning Activities, Models
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Hoffman, Mary; Wang, Ye – American Annals of the Deaf, 2010
The study considered whether adding sign language graphics to the books being used for reading instruction in a first-grade classroom would promote the literacy development of students who are deaf or hard of hearing. The researchers also sought to discover whether materials existed to put the process of modifying leveled texts within the reach of…
Descriptors: Sign Language, Partial Hearing, Deafness, Reading Instruction
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Allen, Thomas E.; Clark, M. Diane; del Giudice, Alex; Koo, Daniel; Lieberman, Amy; Mayberry, Rachel; Millerd, Paul – American Annals of the Deaf, 2009
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…
Descriptors: Reading Comprehension, Phonology, Partial Hearing, Deafness
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Luckner, John L.; Handley, C. Michele – American Annals of the Deaf, 2008
The American Foundation of Teachers (1999) has stated that "the most fundamental responsibility of schools is teaching students to read" (p. 7). The central purpose of reading is comprehension--constructing meaning from text. The purpose of the present study was to identify, review, and summarize the research published in professional…
Descriptors: Reading Comprehension, Partial Hearing, Deafness, Reading Instruction
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Wang, Ye; Trezek, Beverly J.; Luckner, John L.; Paul, Peter V. – American Annals of the Deaf, 2008
The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills…
Descriptors: Feedback (Response), Cued Speech, Phonics, Phonology
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