Subscribe: Journal of Deaf Studies and Deaf Education - current issue
Added By: Feedage Forager Feedage Grade B rated
Language: English
children  cued speech  deaf  hearing  intelligibility  language  reading skills  reading  sign language  sign  skills  tactile 
Rate this Feed
Rate this feedRate this feedRate this feedRate this feedRate this feed
Rate this feed 1 starRate this feed 2 starRate this feed 3 starRate this feed 4 starRate this feed 5 star

Comments (0)

Feed Details and Statistics Feed Statistics
Preview: Journal of Deaf Studies and Deaf Education - current issue

The Journal of Deaf Studies and Deaf Education Current Issue

Published: Wed, 30 Aug 2017 00:00:00 GMT

Last Build Date: Tue, 03 Oct 2017 12:47:25 GMT


Computerized Sign Language-Based Literacy Training for Deaf and Hard-of-Hearing Children


Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development.

Citizenship, Politics, Difference: Perspectives from Sub-Saharan Signed Language Communities


Cooper,  C. A.,  Rashid,  K. K. (2015). Citizenship, Politics, Difference: Perspectives from Sub-Saharan Signed Language Communities. Washington, DC: Gallaudet University Press. 258 pages. Hardback. $80. 978-1-563688-634-4.

Special Section on Multimodal Multilingual Development of DHH Learners


This issue begins the inclusion of a series of articles on multimodal, multilingual communication development. This special section is intended to run for two or three issues, with two or three contributions in each issue.

Achievement, Language, and Technology Use Among College-Bound Deaf Learners


Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic achievement in younger deaf children, they no longer predict achievement once children reach high school age. This study, involving data from 980 college-bound high school students with hearing loss, examined relations between academic achievement, communication variables (audiological, language), and use of assistive technologies (e.g., cochlear implants [CIs], FM systems) and other support services (e.g., interpreting, real-time text) in the classroom. Spoken language skills were positively related to achievement in some domains, while better sign language skills were related to poorer achievement in others. Among these college-bound students, use of CIs and academic support services in high school accounted for little variability in their college entrance examination scores.

Multisensory Interference in Early Deaf Adults


Multisensory interactions in deaf cognition are largely unexplored. Unisensory studies suggest that behavioral/neural changes may be more prominent for visual compared to tactile processing in early deaf adults. Here we test whether such an asymmetry results in increased saliency of vision over touch during visuo-tactile interactions. About 23 early deaf and 25 hearing adults performed two consecutive visuo-tactile spatial interference tasks. Participants responded either to the elevation of the tactile target while ignoring a concurrent visual distractor at central or peripheral locations (respond to touch/ignore vision), or they performed the opposite task (respond to vision/ignore touch). Multisensory spatial interference emerged in both tasks for both groups. Crucially, deaf participants showed increased interference compared to hearing adults when they attempted to respond to tactile targets and ignore visual distractors, with enhanced difficulties with ipsilateral visual distractors. Analyses on task-order revealed that in deaf adults, interference of visual distractors on tactile targets was much stronger when this task followed the task in which vision was behaviorally relevant (respond to vision/ignore touch). These novel results suggest that behavioral/neural changes related to early deafness determine enhanced visual dominance during visuo-tactile multisensory conflict.

“Here in Nepal There are No Old Deaf People”: Describing Deafness in a Nepali Context


Review of: Hoffmann-DillowayE. (2016). Signing and belonging in Nepal. Washington DC: Gallaudet University Press. Hardback or e-book. 135 pages. $60.00.

Warning: Be Prepared to Assess Deaf Clients


Margery S. Miller, Tania N. Thomas-Presswood, Kurt Metz, Jennifer Lukomski. (2015). Psychological and Psychoeducational Assessment of Deaf and Hard of Hearing Children and Adolescents. Washington, DC: Gallaudet Press. 217 pages. Hardcover. $65.00.

Mothers of Deaf Children in the 21 st Century. Dynamic Positioning Between the Medical and Cultural–Linguistic Discourses


Traditional research examining the communicational choices made by families with deaf children tends to emanate from the premise that families engage with either of the two grand discourses on deafness (i.e., the medical or cultural–linguistic perspective). This study investigated hearing mother's engagement with the educational options for their child from a dynamic, poststructural perspective. Three Flemish mothers were interviewed in-depth at the child's ages of 6, 9, 12, 18, and 24 months. The data were analyzed within a theoretical model that describes the positioning process of the mothers. This method yielded alternative explanations for former findings concerning mothers’ decision-making processes, especially the difficulty of learning sign language as a second language in an effort to provide a bilingual–bicultural education, and highlighted the importance of having rich experiences. It further showed that a bilingual–bicultural position was scarcely available and poorly supported for these mothers. These findings are discussed in relation to recent international consensus statements on best practices in early intervention.

Cued Speech Transliteration: Effects of Accuracy and Lag Time on Message Intelligibility


This paper is the second in a series concerned with the level of access afforded to students who use educational interpreters. The first paper (Krause & Tessler, 2016) focused on factors affecting accuracy of messages produced by Cued Speech (CS) transliterators (expression). In this study, factors affecting intelligibility (reception by deaf consumers) of those messages is explored. Results for eight highly skilled receivers of CS showed that (a) overall intelligibility (72%) was higher than average accuracy (61%), (b) accuracy had a large positive effect on intelligibility, accounting for 26% of the variance, and (c) the likelihood that an utterance reached 70% intelligibility as a function of accuracy was sigmoidal, decreasing sharply for accuracy values below 65%. While no direct effect of lag time on intelligibility could be detected, intelligibility was most likely to exceed 70% for utterances produced with lag times between 0.6 and 1.8 s. Differences between CS transliterators suggested sources of transliterator variability (e.g. speechreadability, facial expression, non-manual markers, cueing rate) that are also likely to affect intelligibility and thus warrant further investigation. Such research, along with investigations of other communication options (e.g. American Sign Language, signed English systems, etc.) are important for ensuring accessibility to all students who use educational interpreters.

Cued Speech and the Development of Reading in English: Examining the Evidence


Even though Cued Speech has been a communication option for 50 years, it has not been widely adopted among users of English or in the country where it was created (i.e., the United States). This situation has led scholars and practitioners in the field of deafness to question whether the original intent of creating this system has been realized and if there is an adequate research base to support the use of Cued Speech in developing English reading abilities. The purpose of this review was to examine the available research to determine whether there is evidence available to address the persistent questions about Cued Speech and English. Information from four areas of literature was reviewed and summarized, with converging findings from the available data sources revealing support for the role Cued Speech plays in developing reading abilities in English. Limitations of the current literature base and directions for future research are explored.