bluuebunny/crossref_metadata_2025 huggingface dataset:
Competencies Critical to Teachers of Hearing-Impaired Students in Two Settings: Supervisors' Views
Authors: Sass-Lehrer Marilyn
Published: April 2013

This investigation examines supervisors' ratings of competencies critical to the effective performance of teachers of elementary-level hearing-impaired pupils. A total of 150 instructional supervisors in residential, day schools, and day class programs rated a set of 40 competency statements. A discriminant function indicating that the ratings of supervisors of teachers in special schools differed from those of supervisors in day class settings was generated. The findings support the results of a previous study that indicated that teachers in different educational settings have differing views of the competencies most critical to their jobs.
Affiliation with Professional Organizations by Vocational Educators of the Hearing-Impaired
Authors: Egbert A. Marie
Published: April 2013

This study describes the extent to which vocational teachers of the hearing impaired participate in professional organizations and attend conferences for technical and professional skill building. The respondents were educators in 130 institutions and educational settings for hearing-impaired students in the United States. Analysis of responses from the 190 teachers showed that the educators are not participating in professional organizations to upgrade their competence. In addition, it was determined that professional organizations are not addressing the needs of vocational educators of the hearing impaired.
The Effects of the Teacher's Behavior on Deaf Students' Perception of the Organizational Environment of the Classroom
Authors: Kluwin Thomas N. , Lindsay Michael
Published: April 2013

One reason that adolescent deaf students behave in a classroom is that the classroom environment has been structured by the teacher in a way that students will choose to behave. In an observational study of the effects of the teaching behavior of both deaf and hearing teachers on deaf students' perception of the classroom environment, it was found that a positive class attitude was associated with moderate monitoring of the students, persistence with students who did not understand the task, and an overt and task-oriented reward structure. The results of the study are presented from a perspective of teaching as an integrated, complex phenomenon.
An Alternative View of Education for Deaf Children: Part II
Authors: Brannon Lil , Livingston Sue
Published: April 2013

How might deaf children acquire one of the primary goals of education-literacy in English? This article suggests that literacy in English as well as knowledge of the English language can be acquired concomitantly through developmental reading and writing activities that reflect principles of first language acquisition if students bring to these activities relatable experiences which they have already linguistically represented. Such activities engage students in reading and writing where content and context support them in their attempts to actively understand and convey meaning in English. The end product of, rather than the prerequisite for, this meaningful reading and writing is competence in English.
A Survey of the Deaf Community Concerning Their Opinions, Needs and Knowledge of Audiology and Audiology Services
Authors: Butler Charles E. , Martin Frederick N.
Published: April 2013

A survey questionnaire was administered to 32 deaf subjects to determine their knowledge of and interest in certain aspects of audiology and the services offered by audiologists. Issues examined included: communication, practices in audiology, deafness, hearing, the auditory system, delivery of specific services to the deaf community and general interrelationships in the deaf community.
Critical Competencies for Teachers of Hearing-Impaired Students: The Practitioners' View
Authors: Grissom Billie W. , Cochran Samuel W.
Published: April 2013

A Delphi panel composed of 49 individuals currently working in nonresidential public school programs for deaf persons identified the importance of teaching English as a symbol system. Of the 240 competencies rated by the panelists, the top 38 identified in this study dealt with practical teaching skills and a knowledge of the techniques used with hearing-impaired students. Those competencies relating to the oral-aural method, theory, and general background information relating to deafness were not given a high priority.
The Use of Projective Drawing Techniques In the Personality Assessment of Prelingually Deafened Young Adults: A Pilot Study
Authors: Ouellette Sue E.
Published: April 2013

This pilot investigation attempted to determine the efficacy of using projective drawing techniques to obtain a reliable and valid personality assessment of deaf young adults. Thirty-three young deaf adults were asked to produce drawings following the House-Tree-Person technique. Psychologists rated the subjects' drawings on scales measuring aggression, anxiety, insecurity, impulsivity, immaturity, egocentricity, dependency and feelings of inadequacy. Interrater reliability was established with four scales: aggression, impulsivity, immaturity and feelings of inadequacy. Validity was established for five of the personality trait scales (aggression, impulsivity, immaturity, egocentricity and dependency) by comparing psychologists' ratings of the drawings with trained counselors' clinical observations. Finally, subjects' sex and mothers' employment were found to correlate significantly with high ratings on the reliable and valid scales.
Using Closed-Captioned Television in the Teaching of Reading to Deaf Students
Authors: Koskinen Patricia S. , Wilson Robert M. , Jensema Carl J.
Published: April 2013

This research reports the effects of using closed-captioned television as a medium for reading instruction with deaf students. Teachers collected data during 13 to 16 reading lessons with intermediate-aged below-average readers. The data indicate improvement in sight vocabulary retention, student motivation, and reading comprehension. Teachers indicated overall student satisfaction with the use of closed-captioned television compared to regular reading instruction.
Screening for Vision Problems, Including Usher's Syndrome, Among Hearing Impaired Students
Authors: Fillman Robyn D. , Leguire L.E. , Rogers Gary L. , Bremer Don L. , Fellows Rae R.
Published: April 2013

The purpose of this article is to emphasize the importance of screening for vision problems and for Usher's Syndrome among hearing impaired students, and to provide an outline of a vision screening program in central Ohio. The screening program utilizes a dilated ophthalmological exam and an electro-retinogram (ERG), recorded with EEG skin electrodes, for the detection of vision problems and particularly Usher's Syndrome. The program also involves an interagency network of school, health care and support personnel to meet the needs and follow-up care of students identified with vision problems. The initial vision screening of 210 hearing impaired students, from residential and public school programs, revealed that 44 percent have significant vision problems, and that approximately 1 to 2 percent have Usher's Syndrome.
Demographics of Meningitis-Induced Hearing Impairment: Implications for Immunization of Children Against Hemophilus Influenzae Type B
Authors: Wolff Anthony B. , Brown Scott Campbell
Published: April 2013

During the 1983-84 school year, 3,618 students under age 18 years with hearing impairments caused by meningitis were reported to the Gallaudet Research Institute Annual Survey, accounting for 8.7 per cent of children in the survey under 18 years. This research suggests that universal vaccination at age 18 months could prevent at least 115 cases of hearing loss annually in the United States. Reported prevalence rates of hearing loss from meningitis are higher for blacks (.98 per 10 5 than for all hearing impaired students (.58 per 10 5 ) and higher for males (.68 per 10 5 ) than females (.48 per 10 5 ). Geographic differences are also observed. Among those students with hearing losses from meningitis, 86.7 percent lose their hearing prior to age 3 years, 62.6 percent has profound hearing loss and 22.7 percent manifested additional sequelae, most of which were neurological.
Beginning Reading and Deaf Children
Authors: Maxwell Madeline M.
Published: April 2013

Reading instruction for hearing children builds on the language development that precedes school entry, but reading instruction for deaf children is often either a means of language introduction or a quick follow-up to new activities or new language. This article describes a reading program appropriate for the average deaf child without age-level language abilities. It has a top-down element that makes use of telling stories and reading aloud and creating narratives from the child's experiences with classmates, routines with picture books, functional literacy, and environmental print. It also has a bottom-up component that deals with letter identification, print concepts, letter sequences (spelling) and word recognition, and the mode of communication. The program is designed to foster independence in the child.
Individual Differences in the Signed Communication of Deaf Children
Authors: Suty Karen A.
Published: April 2013

Individual differences within the spontaneous storytelling samples of 15 school-aged deaf children are examined. The children had all been exposed to manually coded English at home and at school for some time, but their language samples differentially showed characteristics more consistent with either English or Sign Language. Four descriptive factors are defined to compare and group the samples. Relationships among background information on the children and their language descriptor scores are also described.
A Survey of Teacher Preparation Programs in Education of the Hearing Impaired
Authors: Israelite Neita Kay , Hammermeister Frieda K.
Published: April 2013

A 33-item questionnaire was sent to 81 teacher education programs in the United States and Canada. The respondents, representing 76.5% of the identified programs, answered multiple-choice and open-ended questions regarding student enrollment, selected aspects of their student teaching programs, and student teacher evaluation. Follow-up telephone interviews with 24 of the teacher educators were also conducted. The results provided basic information about the current status of teacher preparation programs in the education of the hearing impaired.
Antecedent and Consequent Stimuli in Teacher-Child Dyads
Authors: Harrison Melody F. , Layton Thomas L. , Taylor Tamara D.
Published: April 2013

This longitudinal study presents the communication techniques utilized by teachers interacting with four hearing impaired preschool children. Analysis of the interactions revealed that teachers relied extensively upon three techniques: label/model, extension and correction. The infrequent use of techniques such as expansion, completion, reinforcement, repetition and simple expatiation, which provide a richer language environment, is discussed. The implications of the use of linguistically restrictive techniques upon the language of young hearing impaired children are also discussed.
The Language-Experience Approach to Facilitating Reading and Writing for Hearing-Impaired Students
Authors: Ewoldt Carolyn , Hammermeister Frieda
Published: April 2013

This article reviews the historical foundations of the Language-Experience Approach (LEA), discusses some ways the approach is currently used in hearing-impaired classrooms, and describes procedures for using an individualized LEA with hearing-impaired students. Examples are taken from a study of young deaf readers, and a checklist for teachers is provided of behaviors that may be observed while students are participating in an LEA event.
Can Johnny Have Time to Read?
Authors: Dry Edward , Earle Patty T.
Published: April 2013

We may need to remind ourselves frequently of the nature and benefits of naturalistic or holistic reading activities. Otherwise, reading programs tend to become so laden with objectives and structure that readers have little time to sustain their own interests, employ their own strengths and create their own needs. One realistic means of exploring and preserving the positive impact of intensified free reading in the classroom may be to alternate between structured and holistic approaches. Adaptation of a Sustained Silent Reading (SSR) approach is discussed as one alternative to the strict structure-bound model.
A Measure of the Classroom Environment for Hearing-Impaired Learners: The Development and Pilot of the Learning Environment Scale
Authors: Saur Rosemary E. , McKee Barbara G. , Neumann Mary L.
Published: April 2013

This paper reports the development and piloting of the Learning Environment Scale (LES), an instrument designed to measure the social environment of the classroom as perceived by hearing-impaired students. The instrument contains categories of special concern to hearing-impaired students, relating to the communication environment of the classroom and to the students' feelings about themselves in relation to others. The initial version of the LES was administered to a sample of normally hearing and hearing-impaired students, and the instrument was revised on the basis of that administration. Group comparisons using the revised version of the scales indicated some differences in the responses of normally hearing and hearing-impaired students. However, most of the differences between groups were identified with students' degree level rather than with their hearing status.
Mainstreaming from a Residential Setting
Authors: Dorrance Patricia K.
Published: April 2013

Two of the rights stated in P.L. 94-142 that have created concern and confusion with regard to programming in residential schools for the deaf are the rights to an "appropriate education" in the "least restrictive environment" (LRE). Programs for deaf children with comprehensive services and a communicating milieu provide the LRE. The California School for the Deaf (CSD) in Fremont has a population of 520 students drawn from Northern California. Since 1980, 57 student placements have been made to the mainstreaming program. At CSD the LRE is not the distance between the home and the school, but the place where students have the opportunity to succeed in a total communication environment. The mainstreaming program's basic philosophy is that students who can benefit will have a mainstreaming experience. However, if a student cannot cope, appropriate adjustments will be made.
Hearing and Deaf Teacher Pupil Control Ideology and Pluralistic Ignorance
Authors: Vitagliano James A. , Licata Joseph W.
Published: April 2013

The authors employed participant observation, a survey ( N = 118) of teachers and selected follow-up ethnographic interviews to examine teacher pupil control ideology in a residential elementary and secondary school for the hearing impaired. Participant observation yielded three hypotheses. First, hearing teachers would be perceived as more humanistic than their deaf colleagues. Second, teachers would perceive their typical colleague as more custodial than was actually the case. Third, teachers' pupil control ideology would be influenced more by the ideology of colleagues within rather than outside of their informal groups. Results of the survey and interviews generally supported the three hypotheses. Pupil control appeared to be a pervasive normative structure of the teacher subculture with variation in ideology related to the intentions and goals held by teacher subgroups for clients.
Code Switching in Deaf Adults
Authors: Hoffmeister Robert , Moores Donald F.
Published: April 2013

Code switching is a complex and pervasive part of the everyday communication of deaf individuals. Seven deaf subjects who acquired a signed language at different times in their lives were asked to relate a signed story under different listener conditions. Listeners were deaf and hearing persons who also learned to sign at different ages. These signed videotaped segments were then rated for use of American Sign Language and English-like sign behavior. Results indicate that deaf signers who have deaf parents and learned ASL at a very early age evidenced the most code switching behavior. Their signed segments were also rated as most English like. Least likely to vary were early signers with hearing parents. These deaf adults preferred to communicate in ASL across most conditions. Parental hearing status, age of acquisition of signed language, setting, listener hearing status and story were all important in influencing code switching in deaf individuals.
An Alternative View of Education for Deaf Children: Part I
Authors: Livingston Sue
Published: April 2013

Quigley and Kretschmer (1982) asserted that the primary goal of education for deaf children should be literacy in English. This article presents an alternative view that there be two primary goals: (a) thinking and learning through the development of meaning-making and meaning-sharing capacities and (b) the acquisition of literacy in English. In this article, the first of these goals is viewed as the more fundamental since it facilitates the acquisition of knowledge while it simultaneously serves as the prerequisite for the acquisition of literacy in English. Because neither direct language instruction nor the exclusive use of English in sign will facilitate the development of meaning-making and meaning-sharing, this goal underscores the need for classroom practices that are content-focused and actively engage students through the use of the linguistic symbol system that appears to best convey meaning for deaf students—American Sign Language. (Part 2 of this article explores the process of English literacy acquisition by deaf learners.)
Self-Esteem in Deaf Adolescents
Authors: Yachnik Michael
Published: April 2013

This study examined the self-esteem of two groups of deaf late adolescents: those with parents who are deaf (dD) and those with parents who are hearing (dH). Adolescents' self-esteem was measured on the Self-Description Questionnaire III (SDQ III) (Marsh & O'Neill, 1984), which taps both global and component measures of self-esteem. Parents of the adolescents also completed the SDQ III but reported perceptions of their adolescent instead of self-perceptions. The procedure yielded three sets of parallel data (adolescent, mother, father). Results showed that dD adolescents gave higher self-esteem ratings than dH adolescents on a global measure of self-esteem and on two out of seven component areas of self-esteem. Patterns of discrepancies between adolescent self-ratings and parent ratings of the adolescents are discussed.
Hemispheric Specialization and Implications for the Education of the Hearing Impaired
Authors: Levine Shari
Published: April 2013

Evidence from several recent studies indicates that deaf individuals do not develop hemispheric specialization for verbal and nonverbal processing in the same manner as the normal hearing population (Kelly, 1978). These studies suggest that an early severe hearing impairment can influence the lateral organization of the brain for the interpretation of linguistic information. The intent of this article is to review pertinent research in order to provide a background for understanding the hemispheric findings, and to discuss some of the possible implications for instruction of deaf students.
Sentence Reception Abilities of Hearing Impaired Students Across Five Communication Modes
Authors: Pudlas Kenneth A.
Published: April 2013

The author measured hearing impaired students' reception of language presented via five modes: oral, aural, manual, oral-aural and simultaneous manual and oral. The study utilized a within-subjects design stimulus sentences controlled for length, phrase structure, syntax, vocabulary level and visemic content. Participants were 53 females and 53 males between 90 and 225 months of age ([inline-graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="01i"/] = 175) with HTLs between 67 and 113 dB (ANSI) ([inline-graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="02i"/] = 97.7). Each received 12 sentences via each mode. With a maximum score of 57, the simultaneous manual and oral ([inline-graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="03i"/] = 33.2) and manual ([inline-graphic xmlns:xlink="http://www.w3.org/1999/xlink" xlink:href="04i"/] = 31.5) modes received the highest ratings. Results are discussed in the context of several theories of cognitive processing and selective attention.
Attitudes Toward Sign Communication Mode: A Survey of Hearing and Hearing-Impaired Educators of the Deaf
Authors: Crittenden Jerry B.
Published: April 2013

Two hundred twenty-two hearing-impaired and hearing educators of the deaf responded to a national survey of their attitudes toward sign communication modes: English-like or American Sign Language (ASL). The respondents also estimated their signing skills and their comprehension of their students' sign communications at the start of their careers and at the time of the survey. The results indicated that there is support for sign communication and development of a sign competency measure in teacher certification. There was a tendency for the educators to prefer an English-like sign mode overall. The hearing-impaired educators split almost evenly in their preferences for English-like or ASL sign mode. This support of sign contrasted with the reported poor levels of sign performance by the educators and a substantial inability to comprehend the sign communications of their students.
The Language Experience Approach: Its Use with Young Hearing-Impaired Students
Authors: Johnson Mary A. , Roberson Glenda F.
Published: April 2013

Language experience has proven to be an effective approach to reading for young children. The present three-month study describes the observed effects of using this method of instruction with kindergarten and first grade hearing-impaired students. The language experience approach encouraged growth in vocabulary, reading and writing skills as well as in self confidence and self esteem.
A Communication Program for Enhancing Interaction in Families with a Hearing-Impaired Child
Authors: Schoenwald-Oberbeck Beth
Published: April 2013

A communication program for families with a hearing-impaired child (FWHIC) was developed and used with four families. A matched comparison group participated in loosely structured discussions. The program activities integrated positive communicative dimensions with issues related to this population. Findings indicate that the FWHIC program did have beneficial effects for parents and/or children. Some major findings include improved awareness skills, the ability to label feelings and skills, increased perceptions of family cohesiveness, and decreased perceptions of family conflict. The compared families participating in loosely structured discussions actually perceived some deterioration in their perceptions of family environment and a decrease in their awareness and social interaction skills. A follow-up analysis, 3 to 4 weeks following the program, indicated several long-term effects, although the majority of children and families perceived no changes.
A Study of the Criteria Used in Hiring Teachers of the Hearing Impaired
Authors: Nash Gayle L.
Published: April 2013

A questionnaire on the criteria used in hiring teachers of the hearing impaired was sent to 200 administrators. The 157 respondents generally agreed on the importance of most criteria (e.g. academic grades, professional involvement, strong letters of recommendation). The majority indicated that graduating from a program with a Total Communication philosophy was "very important" and training in the oral philosophy was "not important." Closer investigation, however, revealed that while residential programs rated oralism as "not important," day programs judged oralism as more important and were more evenly spread in their other responses. Administrators of residential programs also rated extracurricular skills and talents as important, while day school heads did not. The majority of administrators recommended that teachers earn second endorsements in learning disabilities.
A Legal Audit for School Counseling Programs Serving Hearing-Impaired Students
Authors: McCrone William P. , McCrone Timothy J. , Payette Bruce A.
Published: April 2013

School counselors working with hearing-impaired students are introduced to the preventive legal audit strategy to avoid common civil and criminal liability situations.
Postsecondary Programs for Deaf Students at the Peak of the Rubella Bulge
Authors: DeCaro James J. , Karchmer Michael A. , Rawlings Brenda W.
Published: April 2013

In 1985, 145 postsecondary institutions supported programs specifically for deaf students. Student enrollments, special services, types of programs and degree options at these programs are discussed in this paper. Enrollment patterns are compared with 1982 data, a time just prior to the enrollment in postsecondary programs of large numbers of rubella-deafened young people. During the three years between 1982 and 1985, 37 new programs for deaf students appeared. Gallaudet University, the National Technical Institute for the Deaf at the Rochester Institute of Technology and the regional programs which are also federally-funded absorbed the majority of the 1982-1985 enrollment increases. Availability of support services was directly related to the size of enrollments at the programs for deaf students. The authors also found deaf students are more likely to attend postsecondary programs full time than are their hearing peers.
Educational Interpreting for Elementary- and Secondary-Level Hearing-Impaired Students
Authors: Zawolkow Esther G. , DeFiore Sadie
Published: April 2013

Drawing on direct experience, the authors indicate special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of roles and responsibilities that may accompany this service. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. The authors urge that more attention be given to preparation, evaluation, and certification for educational interpreting at the elementary and secondary levels.
A Case for the Semantic Processing of the Deaf Reader
Authors: Yurkowski Peter , Ewoldt Carolyn
Published: April 2013

Controversy over the primacy of the syntactic or the semantic cuing system in the reading of the deaf has led to differing instructional practices. This article raises the following questions: Can print be processed by deaf individuals without being mediated through syntax? Can semantics guide the processing of syntax? A case study of one proficient deaf student reading two versions of the same story, one syntactically more complex than the other, provides support for the notion that a firm semantic base enables processing at the syntactic as well as at the semantic level. Additional findings from this study and other studies are presented to support the notion of the importance of semantic processing in the reading of the deaf.
Community Service Centers for Deaf People: Where Are We Now?
Authors: Warner Henry C.
Published: April 2013

Since the 1970's an increasing number of deaf service centers have been established, primarily through state and local community support. During 1984, in order to know more about their development and potential as a rehabilitation resource, the Region IV Rehabilitation Services Administration, with the cooperation of the eight southeastern state Vocational Rehabilitation programs, conducted a pilot survey to determine how these centers were established; what services they typically provide; their staffing component; the size of their operating budgets; and what unavailable services deaf people most frequently need.
Motor Planning Abilities in Deaf and Hearing Children
Authors: Cratty Bryant J. , Cratty Iraneide J. , Cornell Sheila
Published: April 2013

Motor planning abilities of 45 profoundly deaf and 45 hearing children (5 to 13 years) were compared by means of four tests. Measures evaluating the children's memory of seven limb, hand, and body positions were employed, together with a drawing task. The younger deaf children were superior to the hearing children in measures of drawing and hand positioning. In later childhood, however, there were no significant differences between the groups. The findings are discussed, with implications for future studies predicting the abilities needed in learning to sign successfully at early ages.
Interpreting for Deaf-Blind Students: Factors to Consider
Authors: Petronio Karen
Published: April 2013

Ten deaf-blind college students were interviewed to find out what they need and want from sign language interpreters. This information was combined with findings from observations of many deaf-blind interpreting situtations. The focus of this article includes the following four areas: 1) types of signing; 2) modifications to the signing; 3) visual information that needs to be conveyed; and 4) other factors that will influence deaf-blind interpreting situations.
Identifying Current and Relevant Curricular Sequences for Multiply Involved Hearing-Impaired Learners
Authors: Schloss Patrick J. , Smith Maureen A. , Goldsmith Larry , Selinger Jim
Published: April 2013

The professional literature has devoted substantial attention to the coexistence of hearing impairments and other handicapping conditions. There has also been a notable rise in services for learners who have these conditions. Unfortunately, the literature offers few resources to help teachers meet the unique educational needs of this population. This article provides a rationale and procedural guidelines for developing current and relevant curriculum objectives for multiply involved hearing-impaired students. Emphasis is placed on procedures for establishing instructional priorities, assessing the learner against these priorities, selecting and using prosthetics to overcome learning and behavioral deficits, providing educational activities, and completing a summative evaluation of the learner's progress.
How Do Deaf Children Learn About Prereading?
Authors: Andrews Jean F. , Mason Jana M.
Published: April 2013

A three-level prereading model based on deaf children's early attempts at learning about prereading is proposed based on a 9-month longitudinal study. This model contends that reading can be initiated by giving deaf children opportunities to match their internalized manual language to printed words. The recommended procedures stress the use of joint reading-related activities involving parents, teachers, and peers. The classroom experiments and parental interviews provide evidence to support this prereading model. A developmental sequence is defined for deaf children based on the students' emergent prereading behaviors. Suggestions are also made for teachers and parents interested in promoting prereading in young deaf children.
Educational and Social Language in Deaf Adolescents: TDD and School-Produced Comparisons
Authors: Rittenhouse Robert K. , Kenyon Patricia L.
Published: April 2013

Ten deaf students, five of whom constituted the experimental group that was the target of this study, participated in a project that generated TDD conversation transcriptions and concurrent original essay compositions. Linguistic formulas were applied to these data and the outcomes were statistically analyzed using correlation coefficients. The correlations between standardized reading and language scores and between the essay compositions and TDD conversations were statistically significant, suggesting a direct and underlying relationship between school language and social language. The cautious interpretation of the results suggested that more research into how technology could be used in and out of school to improve the reading and language abilities of deaf children would be promising.
Word Recognition Versus Sentence Comprehension on a Speechreading Task
Authors: Dancer Jesse E. , Davis Priscilla N. , O'Neil Jennifer
Published: April 2013

Using a key word scoring method and the CID Everyday Sentences Lists, Squires (1985) found a statistically significant improvement in speechreading scores following training. The present study re-analyzed Squires' data and found that her subjects increased their verbal output, their percentage correct of the stimulus words, their MLU, and their number of multi-word utterances. However, subjects did not improve their sentence comprehension, their syntactic correctness, or their overall response accuracy. Thus, present data indicate that a word scoring method does not necessarily reflect changes at the sentence or connected discourse levels. The need exists for valid and reliable speechreading materials that measure performance at levels above that of word recognition.
Responses of Deaf High School Students To an 'Attitudes Toward Alcohol' Scale: A National Survey
Authors: Sabin Martha C.
Published: April 2013

The goals of this study were to describe the attitudes of deaf adolescents toward alcohol and drinking and to provide an empirical base of knowledge from which primary intervention strategies might be developed. A national sample of 414 juniors and seniors in high schools for hearing-impaired students was surveyed with an Attitudes Toward Alcohol scale developed for this purpose and administered in sign language. Students in the survey expressed attitudes less than positive. Their feelings appeared to be multidimensional; four factors were identified. These factors were similar to those identified in other recent studies of normally hearing populations. Implications and suggestions for further research are included.
Deaf-Mutia: Responses to Alienation by the Deaf in the Mid-Nineteenth Century
Authors: Winzer Margret A.
Published: April 2013

The development of the deaf community in the mid-nineteenth century was intimately linked to schooling. Although a matrix of variables contributed, a major factor underlying the community's enduring strength was the alienation suffered by deaf persons in society. To counter this alienation, proposals emerged throughout the nineteenth century for the formation of a separate deaf state. The most significant of these was the plan of Flournoy in the late 1850s.
Reading Achievement of Prelingually Deaf Students and Its Relationship to Parental Method of Communication: A Review of the Literature
Authors: Kampfe Charlene M. , Turecheck Armin G.
Published: April 2013

Historically, one of the issues in the education of deaf children has been whether reading achievement is related to parental method of communication. Although deaf children of signing deaf parents typically read at higher levels than deaf children of non-signing hearing parents, this does not necessarily support the notion that manual communication leads to higher reading skills. Studies comparing signing versus non-signing parents without regard for parental hearing status have typically found no relationship between parental method and children's reading skills. Those examining specific types of manual communication and parental skill level, however, have found some evidence of a relationship between these variables and reading. The authors conclude that more research is needed before unbiased recommendations can be made to parents regarding which method of communication will have the greatest impact on their children's reading abilities.
Two Factors Related to Effective Voice Interpreting
Authors: Hurwitz T. Alan
Published: April 2013

In this study, 32 subject interpreters were divided into two groups based on their interpreting experience and professional certification. A deaf storyteller presented two different stories, each in two different sign language types—Pidgin Signed English (PSE) and American Sign Language (ASL)—and each interpreter was measured on accuracy and quality of voice interpreting under each of two different treatment conditions. Results showed that experience with interpreting does play a significant role in the effectiveness of voice interpreting both PSE and ASL conditions. Generally, interpreters can voice interpret PSE conditions better than ASL conditions. This demonstrates the importance of improving voice interpretation of ASL messages into spoken English for deaf individuals who possess minimal English and speaking skills.
Conceptual Sign Language Acquisition by Spanish-Speaking Parents of Hearing-Impaired Children
Authors: Christensen Kathee M.
Published: April 2013

Communication between monolingual Spanish-speaking families and their profoundly deaf children is limited when the parents do not have access to the sign language system being acquired by their children in the public schools. This article describes a trilingual (Spanish, English, and Sign Language) approach to conceptual Sign Language acquisition for monolingual Spanish-speaking parents of deaf children. The Spanish speakers participated in a 2-year televised trilingual class. Competence in conceptual Sign Language communication was achieved by participants who viewed the program regularly. In addition, positive attitudinal changes were noted among the participants—in general and specifically with regard to hearing loss and communication with their deaf child.
Documenting Syntactically and Semantically Incomplete Bimodal Input to Hearing-Impaired Subjects
Authors: Luetke-Stahlman Barbara
Published: April 2013

Given that most hearing-impaired children in the United States are now exposed to some form of signed instructional input and that most teachers do not use ASL (Johnson, 1986), the syntactic and semantic nature of what is being signed to students merits investigation. Twelve female teachers served as subjects in this study, designed to document the characteristics of instructional bimodal communication in classrooms where SEE-2 and Signed English were used. Results were that some teachers could, indeed, accurately encode semantic information in their instruction and were extremely proficient in using a sign system. It is suggested that professionals and researchers concerned with the educational benefit of using pedagogical systems need to sample and analyze instructional input in authentic situations. Teacher trainers should consider the requirement of a reasonable (e.g., 80 percent or better) voice-to-sign ratio ability from future teachers enrolled in intermediate sign classes.
A Comparison of Captioned, Classroom, and Prose Instruction for Hearing-Impaired Learners
Authors: Dowaliby Fred J. , Enders Marilyn , Schragle Peter , Verlinde Ruth
Published: April 2013

Three delivery systems with low versus high content structure were investigated in terms of immediate learning performance. Included were captioned videotape, classroom instruction, and connected prose on paper. A 2 x 3 analysis of covariance indicated that high content structure yielded significantly greater learning performance than low structure. Specific analyses of the interaction revealed that this performance occurred only for the classroom mode. Also, the prose condition was significantly and markedly higher than the other modes, which did not differ. These findings were discussed in terms of the cost and benefit of the prose mode and the indicated criticalness of high content structure in classroom instruction of hearing-impaired students.
American Sign Language in Education of the Deaf
Authors: Clements Anne H. , Prickett Hugh T.
Published: April 2013

American Sign Language is the natural language of deaf individuals. Ameslan should be an integral part of every Total Communication program for the deaf. Through ASL the deaf child can develop into a self-sufficient and proud individual. Ameslan also contributes to the preservation of the deaf community, its heritage, and its culture.
Reflection-Impulsivity in Total Communication and Oral Deaf and Hearing Children: A Developmental Study
Authors: O'Brien Deborah Harris
Published: April 2013

The purpose of the study was to examine the relationship of the cognitive style of reflection-impulsivity to communication mode (oral or total communication) and age in deaf and hearing boys. The Porteus Maze Test, Matching Familiar Figures Test, and a behavioral observation in the classroom were administered to 71 deaf and hearing children, at two age levels: 6 to 10 years and 11 to 15 years. Results indicate that the deaf groups were more impulsive than the hearing children on some of the measures. No significant differences were found between the oral and total communication groups. Significant differences between age groups were found for both the deaf and hearing subjects, with the older group exhibiting less impulsivity than the younger group.
Developing Written Literacy in Deaf Children Through Analyzing Sign Language
Authors: Akamatsu Carol Tane , Armour Victoria A.
Published: April 2013

This study addresses the effects of complementary sign language instruction on three measures of literacy. Six severely to profoundly deaf high school residential students, whose preferred mode of communication was either American Sign Language (ASL) or Pidgin Sign English (PSE) participated in a program of instruction comparing ASL and English. Literal and figurative translation and editing and grammatical English skills were taught. Seven control subjects did not receive any intervention during this time. No significant differences between the experimental and control groups were found on the pre-test measures. The post-test scores for the experimental group were significantly higher than those of the control group. Suggestions are given for further research in bilingual-bimodal literacy instruction.
A Descriptive Study of Vocational Programs In Residential Schools for the Deaf
Authors: Connolly R. Perry
Published: April 2013

This study examined the vocational education programs at residential schools for the deaf to find out what adjustments they have made to help high school students prepare for future employment, as well as to assess the status and some of the trends affecting the programs from 1980 through 1987. This study also attempted to determine what schools plan for the next five years (1988 through 1992). Additionally, the study looked at residential schools' student populations to assess the extent of mainstreaming of deaf residential school students into public schools and the reverse mainstreaming of hearing students into residential schools. Finally, the study attempted to identify what actions, if any, residential schools are undertaking in their vocational programs to meet changing enrollment patterns and other education trends in employment and technology.
Assessing the Total Communication Skills of Students in Training
Authors: Seal Brenda C.
Published: April 2013

The Total Communication Rating Scale is a 5-point, 10-item evaluation instrument designed to assess the total communication skills of students in training as they interact with deaf persons. The necessity for, a description of, and recommended uses for the rating scale support the versatility of this observational instrument in the training setting.
More on the Effects of Early Manual Communication on the Cognitive Development of Deaf Children
Authors: Zwiebel Abraham
Published: April 2013

Three groups of Israeli deaf children ages 6 to 14 and a group of hearing children were compared on intelligence. The three deaf groups were (a) 23 deaf children with deaf parents and deaf siblings (DpDs)—heredity as cause of deafness, manual environment; (b) 76 deaf children with hearing parents and deaf siblings (HpDs)—heredity, partial manual environment; and (c) 144 deaf children with hearing parents and siblings (HpHs)—no heredity, oral environment. Three measures of cognitive development were used: teachers' evaluations, the Draw-a-Person Test, and the Snijders-Oomen Non-Verbal Test. The DpDs children were superior to other deaf children and comparable to hearing children on most intelligence measures. Results showed that the manual environment factors, and not heredity, are responsible for the cognitive superiority of deaf children of deaf parents.
Reading Habits and Preferences of Deaf Students Beginning Postsecondary Programs
Authors: Braden Jeffery P.
Published: April 2013

Deaf students entering six postsecondary programs ( N = 441) were surveyed to identify their recreational reading habits and preferences. Responses showed that deaf students read books (median = 10.0/year), magazines (median = 4.1/month), and newspapers (median = 6.4/week) consistently. Book length and novel-movie pairings influenced reading popularity. Gender exerted a major influence on reading preferences. The type of secondary school program attended was related to magazine and book reading frequencies. Students with more residual hearing showed a slight tendency to read books at higher reading levels. Hearing loss and socioeconomic status were not correlated with reading frequency, which was unexpected because these demographic variables are strongly correlated with reading achievement. It is concluded that recreational reading is relatively independent of reading achievement and merits further study.
Diagnostic Overshadowing Among School Psychologists Working with Hearing-Impaired Learners
Authors: Goldsmith Larry , Schloss Patrick J.
Published: April 2013

Diagnostic overshadowing is the existence of a primary diagnosis that alters the diagnostic and treatment recommendations resulting from a secondary disability. It biases school psychologists' diagnostic and treatment ratings of behaviorally disordered learners with a primary diagnosis of learning disabilities or profound deafness. This article demonstrates that school psychologists may provide different diagnostic ratings as a consequence of the primary diagnosis of profound deafness. School psychologists in this study were also less likely to provide therapeutic interventions, more likely to recommend general curriculum interventions (e.g., vocational and academic training), and less likely to recommend a change in the educational program for deaf students as a consequence of the behavioral reaction. Professional experience in working with deaf learners did not appear to be an intervening variable.
What Do Parents Want in Parent Education?
Authors: Bernstein Mark E. , Barta LeAnne
Published: April 2013

Professionals who conduct intervention programs for parents of hearing impaired children often make assumptions about the informational needs of the parents; their programs provide information on specific topics, in particular order and level of detail. Mismatches between professionals' and parents' views of parental needs could undermine program effectiveness, leaving parents feeling the programs are unresponsive to their needs and wants. A survey of parents and professionals revealed that the two groups agreed that communication and education constitute the most important topics, a reflection of the general concordance between the two groups. Some differences of opinion did emerge, particularly regarding the timing of delivery of some categories of information. Implications for program design are discussed.
Receptive Communication Skills of Hearing-Impaired Students: A Comparison of Four Methods of Communication
Authors: Grove Carl , Rodda Michael
Published: April 2013

The receptive communication skills of 118 severely and profoundly deaf persons, aged 9 to 20 years, were assessed by a multiple-choice pictorial test. The most efficient method of communication was found to be reading, followed by Total Communication and manual communication; oral methods were clearly the least effective. The overall superiority of reading is further enhanced when account is taken of the rate of information transfer. Age and type of message also generated significant effects. Analyses of communication time suggest that the relative weakness of the oral technique results both from low signal/noise ratio and from short-term memory (STM) overload. Combining the oral and manual systems seems to create a more robust STM trace.