2,646 results match your criteria American Annals Of The Deaf[Journal]


Annual Index 2019-2020.

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Am Ann Deaf 2020 ;164(5):608-611

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http://dx.doi.org/10.1353/aad.2020.0006DOI Listing
January 2020

Implications of a Sight Word Intervention for Deaf Students.

Am Ann Deaf 2020 ;164(5):592-607

The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument, the Cumulative Bedrock Literacy Sight Word Assessment, and the Test of Silent Word Reading Fluency (Mather, Hammill, Allen, & Roberts, 2004) assessed increases in the number of sight words students could identify and the rate at which they could identify them. Read More

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http://dx.doi.org/10.1353/aad.2020.0005DOI Listing
January 2020

Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and Research.

Authors:
Michael E Skyer

Am Ann Deaf 2020 ;164(5):577-591

L. S. Vygotsky's contributions to social research shifted paradigms by constructing now-foundational theories of teaching, learning, language, and their educational interactions. Read More

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http://dx.doi.org/10.1353/aad.2020.0004DOI Listing
January 2020

English Literacy Outcomes in Sign Bilingual Programs: Current State of the Knowledge.

Am Ann Deaf 2020 ;164(5):560-576

The authors (a) examine the available peer-reviewed research documenting the literacy achievement of deaf children educated in sign bilingual programs, (b) identify gaps in the empirical literature, and (c) propose directions for future research. This review was limited to studies that reported reading and writing outcomes. On this basis, only 3 studies were identified, representing those published over a period of approximately 20 years (1997-2017) and collectively reporting literacy outcomes for 127 deaf students. Read More

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http://dx.doi.org/10.1353/aad.2020.0003DOI Listing
January 2020

Cochlear Implants in Congenitally Deaf Children: A Discussion Built on Rights-Based Arguments.

Am Ann Deaf 2020 ;164(5):546-559

The author discusses rights-based arguments for and against cochlear implants in congenitally deaf children and analyzes whether CIs should be required by law or left to parental discretion. Positions for and against CIs are analyzed in light of two rights-based arguments: Griffin's theory on personhood as a solution to a conflict of rights and his theory on quality of life as a solution to a conflict between rights and welfare (Griffin, 2008). The question of whether CIs should be required by law is then discussed in light of Nickel's theories on the justification of specific rights and on the avoidance of conflicts (Nickel, 2007). Read More

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http://dx.doi.org/10.1353/aad.2020.0002DOI Listing
January 2020

Do d/Deaf and Hard of Hearing Children Need Access to a Spoken Phonology to Learn to Read? A Narrative Meta-Analysis.

Am Ann Deaf 2020 ;164(5):531-545

A meta-analysis was conducted to investigate phonology's role in d/Deaf and hard of hearing (d/Dhh) children's development of reading, and their ability to access spoken-language phonology. A systematic search of databases and journals identified 27 studies, 7 of which met the inclusion criteria. The included studies, experimental or quasi-experimental in nature, were conducted over a 20-year period (1995-2016) with students ages 3-18 years. Read More

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http://dx.doi.org/10.1353/aad.2020.0001DOI Listing
January 2020

Remembering and Debating Harlan Lane.

Authors:
Peter V Paul

Am Ann Deaf 2020 ;164(5):525-530

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http://dx.doi.org/10.1353/aad.2020.0000DOI Listing
January 2020

Writing in Role: Developing Theory of Mind in the Written Language of Deaf Children.

Am Ann Deaf 2019 ;164(4):481-495

While there is an emerging body of research investigating the associations between Theory of Mind and reading in both hearing and deaf children, little attention has been given to the connections between ToM and writing, and the potential for developing ToM through the process of writing. In a descriptive study, the authors focused on investigating the use of writing in role as a means not only of looking for evidence of ToM understandings in text, but of considering the utility of writing in role as a possible strategy for the development of ToM. The written samples of 43 deaf children (aged 7;2 years-11;11 years) were examined, and evidence of ToM was found in the writing of 81% (n = 35), with children demonstrating abilities across the spectrum of development. Read More

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http://dx.doi.org/10.1353/aad.2019.0029DOI Listing
January 2019

Remembering Stephen P. Quigley.

Am Ann Deaf 2019 ;164(4):478-480

Dr. Stephen P. Quigley passed away this past April. Read More

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http://dx.doi.org/10.1353/aad.2019.0028DOI Listing
January 2019

The Education of d/Dhh Children in Bosnia and Herzegovina.

Am Ann Deaf 2019 ;164(4):450-477

The authors provide guidelines, based on an extensive review of the international literature, for conducting, interpreting, and reporting primary and secondary research on children who are deaf and hard of hearing in Bosnia and Herzegovina. The purpose of the review is to present arguments in support of conceptualizing education and rehabilitation, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry. Problematic areas are covered, such as research on the structure of a signed language, the use of information technology, inclusion, vocational and professional orientation, and motoric abilities and skills. Read More

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http://dx.doi.org/10.1353/aad.2019.0027DOI Listing
January 2019

Fingerspelling and Print: Understanding the Word Reading of Deaf Children.

Am Ann Deaf 2019 ;164(4):429-449

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 interventions that do not. In an adapted alternating-treatment single-case study, the authors contrasted the number of words learned under three conditions: a productive fingerspelling condition, in which word reading was taught through activities that emphasized productive fingerspelling; a chaining condition, in which teachers chained written words with receptive fingerspelling; and a sign-to-print condition, in which fingerspelling was not used. Read More

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http://dx.doi.org/10.1353/aad.2019.0026DOI Listing
January 2019

Perspectives on Evidence-Based.

Authors:
Peter V Paul

Am Ann Deaf 2019 ;164(4):423-428

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http://dx.doi.org/10.1353/aad.2019.0024DOI Listing
January 2019

The Odyssey of Deaf Epistemology: A Search for Meaning-Making.

Am Ann Deaf 2019 ;164(3):395-422

Deaf epistemology made a crucial contribution to an understanding of a Deaf worldview, yet did not quite encompass the "D/deaf experience." It started the conversation but seemingly stalled. In an expansion on earlier studies of Deaf epistemology, the researchers considered the question "What does it mean to be D/deaf?" D/deaf participants submitted narratives that were analyzed for common themes via grounded theory research methodology. Read More

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http://dx.doi.org/10.1353/aad.2019.0017DOI Listing

Older Persons With Subjectively Assessed Hearing Problems in Poland: Quality of Life and Coping Strategies.

Am Ann Deaf 2019 ;164(3):381-394

Age-related hearing loss (ARHL) is one of the most common sensory impairments, and has a serious impact on the quality of life (QOL) of affected individuals. The QOL and coping strategies of elderly people in Poland experiencing subjectively assessed hearing problems (SAHP) were analyzed. The method made use of the World Health Organization Quality of Life scale (WHOQOL Group, 1998) and three questionnaires tailored for the present study: the Coping Strategies Inventory, ARHP Inventory, and Participant Chart (Domagała-Zyśk, 2017). Read More

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http://dx.doi.org/10.1353/aad.2019.0020DOI Listing
July 2020
1 Read

Single-Case Design Research on Early Literacy Skills of Learners Who Are d/Deaf and Hard of Hearing.

Am Ann Deaf 2019 ;164(3):363-380

A systematic review explored the evidence base of literacy intervention studies that examined the early years of schooling (preschool through first grade) of participants who were d/Deaf or hard of hearing (d/Dhh). Specific inclusion criteria were used to select single-case design (SCD) studies published in peer-reviewed journals between 2004 and 2017. Fourteen studies met the criteria. Read More

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http://dx.doi.org/10.1353/aad.2019.0018DOI Listing

Critical Thinking Is a Noble Endeavor-A Response to Paul's Question: An Invited Essay.

Authors:
Patrick Finn

Am Ann Deaf 2019 ;164(3):355-362

Paul (2018a, 2018b) discussed the concept of critical thinking in a series of American Annals of the Deaf editorials examining how critical thinking might serve as a "springboard" to deep knowledge or wisdom and wondering if critical thinking should be viewed as a noble endeavor or hopeless cause. Paul explored three questions in which he considered (a) types of critical thinkers, (b) teaching and evaluating critical thinking, and (c) empathy's role in critical thinking. Responding to Paul, the author focuses on the same questions by summarizing Paul's view, then following with his own. Read More

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http://dx.doi.org/10.1353/aad.2019.0022DOI Listing
July 2020
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Research on Deafness.

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Am Ann Deaf 2019 ;164(2):341-344

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http://dx.doi.org/10.1353/aad.2019.0032DOI Listing
January 2019
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Advocacy, Support, and Rehabilitation Programs.

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Am Ann Deaf 2019 ;164(2):307-340

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http://dx.doi.org/10.1353/aad.2019.0025DOI Listing
January 2019

Programs for Deaf-Blind Children and Adults.

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Am Ann Deaf 2019 ;164(2):294-306

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http://dx.doi.org/10.1353/aad.2019.0023DOI Listing
January 2019

University and College Programs for Personnel in Deafness.

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Am Ann Deaf 2019 ;164(2):268-293

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http://dx.doi.org/10.1353/aad.2019.0019DOI Listing
January 2019

Educational Programs for Deaf Students.

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Am Ann Deaf 2019 ;164(2):175-267

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http://dx.doi.org/10.1353/aad.2019.0015DOI Listing

Gerilee Gustason.

Am Ann Deaf 2019 ;164(1):162-166

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http://dx.doi.org/10.1353/aad.2019.0014DOI Listing
January 2019
2 Reads

Professionals' Experience of Deaf Offenders With Mental Health Difficulties.

Am Ann Deaf 2019 ;164(1):137-157

Limited research is available on Deaf offenders with mental health difficulties. The present study focused on developing greater understanding of professionals' experiences with this population and the factors that influence its involvement with services. Using a grounded theory approach, the researchers explored the experiences of police officers and mental health professionals through semistructured interviews. Read More

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http://dx.doi.org/10.1353/aad.2019.0012DOI Listing
May 2020
15 Reads

Implementing and Adapting Dialogic Reading for Deaf and Hard of Hearing Elementary School Students: Case Studies of Three Teachers.

Am Ann Deaf 2019 ;164(1):97-136

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, & Abarca, 2017; Whitehurst, Arnold, et al., 1994). Read More

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http://dx.doi.org/10.1353/aad.2019.0011DOI Listing
May 2020
2 Reads

Deafness and Ethnicity: Taking Identity, Language, and Culture Into Account.

Authors:
Diane Bedoin

Am Ann Deaf 2019 ;164(1):73-96

Deaf education professionals are regularly challenged by the linguistic and cultural diversity of deaf youth. The present article focuses on how young deaf people residing in France who are migrants or the children of migrants define themselves, and how parents and professionals perceive their linguistic and cultural diversity. The theoretical frameworks of interactionism and intersectionality were both used to analyze deafness and ethnicity. Read More

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https://muse.jhu.edu/article/723667
Publisher Site
http://dx.doi.org/10.1353/aad.2019.0010DOI Listing
May 2020
6 Reads

Learning to Read for Spanish-Speaking Deaf Children With and Without Cochlear Implants: The Role of Phonological and Orthographic Representation.

Am Ann Deaf 2019 ;164(1):37-72

The authors examined the relationship between cochlear implants (CIs) and reading acquisition and attempted to determine the part played by phonological and orthographic resources in this task. Four groups of Spanish-speaking deaf children were examined: children with either early- or late-implanted CIs, and children without CIs who had either moderate or profound hearing loss. A hearing group was included to control for age and reading level. Read More

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http://dx.doi.org/10.1353/aad.2019.0009DOI Listing
May 2020
2 Reads

Facing and Overcoming Academic Challenges: Perspectives From Deaf Latino/a First-Generation College Students.

Am Ann Deaf 2019 ;164(1):10-36

The author examined the experiences of first-generation Latino/a college students who graduated from college and those who did not graduate. It was found that the first-generation deaf Latino/a college graduates in the study had similar experiences growing up, attending high school, and attending college to those of first-generation hearing Latino/a college students. These experiences related to parents' education levels, the linguistic environment at home, parent-school interactions, preparation for college, and stress related to minority status. Read More

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http://dx.doi.org/10.1353/aad.2019.0008DOI Listing
May 2020
2 Reads

The Sense of Hearing.

Authors:
Peter V Paul

Am Ann Deaf 2019 ;164(1):5-9

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http://dx.doi.org/10.1353/aad.2019.0007DOI Listing
May 2020
2 Reads

Volume 163.

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Am Ann Deaf 2019 ;163(5):619-623

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http://dx.doi.org/10.1353/aad.2019.0006DOI Listing
January 2019
2 Reads

Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.

Am Ann Deaf 2019 ;163(5):596-618

Already well documented for hearing children, schooling's effects on early literacy skills for young students who are deaf or hard of hearing (DHH) were examined for the first time in the present study. Piecewise growth curve modeling was used to describe 3-, 4-, and 5-year-old students' growth in phonological awareness, letter-word identification, and vocabulary during 2 years of schooling and the intervening summer (N = 56). Amplification mode was cochlear implants for 45% of the sample and hearing aids for 54%. Read More

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http://dx.doi.org/10.1353/aad.2019.0005DOI Listing
March 2020
3 Reads

Friendships and Self-Determination Among Students Who Are Deaf or Hard of Hearing.

Am Ann Deaf 2019 ;163(5):576-595

Friendships and self-determination are two factors that positively influence success in school and adult life. Examining the relationship between these two constructs among a sample of students who were deaf or hard of hearing (DHH), the researchers used the Self-Determination Inventory: Student Report (Shogren, Wehmeyer, Burke, & Palmer, 2017) to measure the level of self-determination of 29 students ages 13-17 years who were DHH. The researchers then used two self-report measures to probe students' quantity and quality of friendships, and conducted an analysis to determine whether the quality and quantity of friendships correlated with the self-determination of the students. Read More

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http://dx.doi.org/10.1353/aad.2019.0004DOI Listing
March 2020
2 Reads

Deaf and Hard of Hearing Students' Understanding of Causal and Adversative Connectives in Sentence Reading.

Authors:
Jingqi Yan Degao Li

Am Ann Deaf 2019 ;163(5):554-573

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 connectives in Chinese. Read More

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http://dx.doi.org/10.1353/aad.2019.0003DOI Listing
March 2020
2 Reads

Perspectives of Deaf and Hard of Hearing Viewers of Captions.

Authors:
Janine Butler

Am Ann Deaf 2019 ;163(5):534-553

Educational rights and other rights enumerated in federal law support deaf and hard of hearing (DHH) viewers' access to captions in visual electronic media, yet uncaptioned and inadequately captioned media still exist. To determine what is satisfactory in captioned media and what could be improved to ensure access, data were gathered from focus group discussions with 20 DHH students who shared their perspectives on captions. The focus group analysis indicates that major topics of concern for DHH viewers include advocacy for captions and caption formatting preferences; the need for direct access to real-time videos, online videos, and other media; how captions influence and benefit DHH and hearing viewers; and captions' importance in public, educational, and other social/cultural spaces. Read More

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https://muse.jhu.edu/article/716190
Publisher Site
http://dx.doi.org/10.1353/aad.2019.0002DOI Listing
March 2020
22 Reads

Teaching Academic Language to d/Deaf Students: Does Research Offer Evidence for Practice?

Am Ann Deaf 2019 ;163(5):501-533

The authors culled evidence-based recommendations and guidelines for effective instruction from practice guides and national studies addressing the development of academic language in English Language Learners (ELLs). Working within the framework of the qualitative similarity hypothesis (Paul, Wang, & Williams, 2013), the authors used the evidence base from the ELL literature as a starting point for researching similar findings with d/Deaf students. The etic areas of academic talk, reading comprehension, vocabulary, writing, technology, teacher training, sheltered instruction, and small-group instruction are discussed. Read More

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https://muse.jhu.edu/article/716189
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http://dx.doi.org/10.1353/aad.2019.0001DOI Listing
March 2020
47 Reads

A Phenomenological Study of Parenting Stress Among Korean Mothers of Deaf Children.

Am Ann Deaf 2018 ;163(4):440-462

Using phenomenological methods, the authors examined the kinds of parenting stresses experienced by Korean mothers of deaf children. The participants were 5 Korean mothers ages 45-50 years whose children's communication mode was spoken language. As a result of their data analysis, the researchers constructed 21 concepts and 7 categories, the categories being "Frustration with parenting their child," "Struggling between mainstream education and special education," "Continuing to be alienated from mainstream education settings," "Feeling left out and hurt in family relationships," "Making a sacrifice for the child," "Change in values of life," and "Importance of services meeting parents' needs. Read More

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https://muse.jhu.edu/article/706240
Publisher Site
http://dx.doi.org/10.1353/aad.2018.0028DOI Listing
September 2019
27 Reads

Experience of Hearing Loss, Communication, Social Participation, and Psychological Well-Being Among Adolescents With Cochlear Implants.

Am Ann Deaf 2018 ;163(4):424-439

Pediatric cochlear implantation has successfully provided many congenitally deaf children the opportunity to learn to hear and speak. However, outcomes are mostly assessed through formal audiological testing or by gathering perspectives of parents and teachers rather than the children themselves. Sixty-five children with cochlear implants (CIs) aged 11-15 years were asked about their CI use and other factors related to communication, experiences of hearing loss, social participation and friendships, and psychological well-being. Read More

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https://muse.jhu.edu/article/706239
Publisher Site
http://dx.doi.org/10.1353/aad.2018.0027DOI Listing
September 2019
5 Reads

Critical Thinking in a Post-Postmodern Age: Noble Endeavor … or Hopeless Cause?

Authors:
Peter V Paul

Am Ann Deaf 2018 ;163(4):417-423

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http://dx.doi.org/10.1353/aad.2018.0026DOI Listing
September 2019
3 Reads

Deaf or Hearing: A Hard of Hearing Individual's Navigation Between Two Worlds.

Am Ann Deaf 2018 ;163(3):394-412

Identity construction and how an individual chooses to navigate or display his or her identity play an important role in how that person communicates and interacts with others. One group for whom identity construction and navigation is a difficult process is the hard of hearing population. In the present study, Communication Theory of Identity (Hecht, 1993) and interactive interviews were used to gain insight into four layers of identity-personal, relational, enacted, and communal-in the hard of hearing individual. Read More

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http://dx.doi.org/10.1353/aad.2018.0025DOI Listing
September 2019
3 Reads

Nonsymbolic Comparison in Deaf Students: No Evidence for a Deficit in Numerosity Processing.

Am Ann Deaf 2018 ;163(3):374-393

It is commonly found that deaf and hard of hearing (DHH) students experience delayed mathematical achievement. The present study used two nonsymbolic comparison tasks to explore the basic numerical skills of DHH students. Nine prelocutive DHH students with cochlear implants and nine hearing students, matched on nonverbal IQ, visual short-term memory, and verbal comprehension, were recruited. Read More

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http://dx.doi.org/10.1353/aad.2018.0024DOI Listing
September 2019
4 Reads

Service Providers' Perspective on the Education of Students Who Are Deaf or Hard of Hearing and English Learners.

Am Ann Deaf 2018 ;163(3):356-373

The researchers examine the perspectives of service providers involved in educating students who are both deaf or hard of hearing (DHH) and English Learners (EL). Using qualitative phenomenology methodology, the researchers interviewed eight service providers in one school district about their perspectives on the unique challenges and issues related to educating students who are DHH EL. An overarching finding was the uniqueness of each individual student, which was found in the combination of factors, or "influencers of diversity" (Leigh, 2008, p. Read More

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http://dx.doi.org/10.1353/aad.2018.0023DOI Listing
September 2019
36 Reads

Bedouin Hearing Parents of Children With Hearing Loss: Stress, Coping, and Quality of Life.

Am Ann Deaf 2018 ;163(3):328-355

The authors examine parenting stress and coping strategies and their relation to satisfaction with family quality of life in a unique population: hearing Bedouin parents of children born with partial or total hearing loss in southern Israel. Could variables previously shown to predict families' quality of life in other populations with children with hearing loss also predict it in this underserved population? The study participants were 84 parents who responded to questionnaires. It was found that parenting stress affects satisfaction with the family's everyday functioning and that parents cope mainly by obtaining familial and social support and redefining the crisis situation. Read More

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http://dx.doi.org/10.1353/aad.2018.0022DOI Listing
September 2019
2 Reads

Hundred Languages of Deaf Children: Exploring the Reggio Emilia Approach in Deaf Education.

Am Ann Deaf 2018 ;163(3):294-327

The study investigated the "hundred languages of Deaf children" (Malaguzzi, 1993) in two schools using the Reggio Emilia approach to early childhood education, which originated in Italy. One principle of this approach, "the hundred languages of children," supports young children in expressing their ideas and thoughts in different ways. The hundred languages include expression through written, spoken, and signed languages, among many other means, and children are empowered to express themselves using these multiple channels. Read More

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http://dx.doi.org/10.1353/aad.2018.0021DOI Listing
September 2019
2 Reads

Standing on the Shoulders of Giants: The Springboard for Creativity and Wisdom.

Authors:
Peter V Paul

Am Ann Deaf 2018 ;163(3):289-293

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http://dx.doi.org/10.1353/aad.2018.0020DOI Listing
September 2019
3 Reads

Research on Deafness.

Authors:

Am Ann Deaf 2018 ;163(2):278-284

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http://dx.doi.org/10.1353/aad.2018.0019DOI Listing
January 2018
2 Reads