bluuebunny/crossref_metadata_2025 huggingface dataset:
Closed-Captioned Television Presentation Speed and Vocabulary
Authors: Jensema Carl , McCann Ralph , Ramsey Scott
Published: July 2012

This study summarizes an extensive research project on closed-captioned television. Caption data were recorded from 205 television programs. Both roll-up and pop-on captions were analyzed. In the first part of the study, captions were edited to remove commercials and then processed by computer to get caption speed data. Caption rates among program types varied considerably. The average caption speed for all programs was 141 words per minute, with program extremes of 74 and 231 words per minute. The second part of the study determined the amount of editing being done to program scripts. Ten-minute segments from two different shows in each of 13 program categories were analyzed by comparing the caption script to the program audio. The percentage of script edited out ranged from 0% (in instances of verbatim captioning) to 19%. In the third part of the study, commonly used words in captioning and their frequency of appearance were analyzed. All words from all the programs in the study were combined into one large computer file. This file, which contained 834,726 words, was sorted and found to contain 16,102 unique words.
A Description of Mothers' Questions to Their Young Deaf Children During Storybook Reading
Authors: Lartz Maribeth Nelson
Published: July 2012

The frequency and types of questions that four hearing mothers used with their 3- and 4-year-old deaf daughters was examined. Relationships between frequency and type of question and child mean length of utterance (MLU) measurements were also explored. Results indicated that the mothers used fewer questions than hearing mothers of hearing children but that the types of questions used were similar. Three mothers used text-related indirect commands , a question type not examined frequently in previous research. Child MLU measurements appeared to influence the amount and types of questions mothers used, although MLU, as measured in this study, may not have been a valid descriptor of the children's expressive language. Implications for the quality of language during joint book reading with young deaf children are discussed.
Sexual Knowledge, Behavior and Sources of Information Among Deaf and Hard of Hearing College Students
Authors: Joseph Jennifer M. , Sawyer Robin , Desmond Sharon
Published: July 2012

A sexual health knowledge, behavior and sources of sexual health information survey was administered to 134 deaf and hard of hearing college students. Results indicated the students in this sample were not particularly well informed about sexual health and sexuality issues, were engaging in high risk sexual behaviors and relied primarily on peers for sexual health information. The need for the development of psychometrically sound measurement instruments for use with deaf populations as well as areas for future sexual health research are discussed.
Hearing Status and Language Fluency As Predictors of Automatic Word and Sign Recognition
Authors: Marschark Marc , Shroyer Edgar H.
Published: July 2012

In previous studies, evidence concerning the extent of automatic word recognition in deaf children and the influence of language fluency on word and sign recognition (as indexed by the Stroop task) has been contradictory. This study examined the effects of English and sign language fluency in the automatic word and sign recognition of deaf and hearing adults. Results indicated that responding in sign took longer and created more Stroop interference than responding orally. Two groups of certified interpreters revealed this finding to be independent of hearing status. Most important, deaf subjects showed greater automaticity in recognizing signs than words, whereas hearing subjects showed greater automaticity in recognizing words than signs. This pattern was unaffected by language fluency. The findings clarify the results of previous studies both theoretically and methodologically.
Whole Language and Deaf Bilingual-Bicultural Education — Naturally!
Authors: Mason David , Ewoldt Carolyn
Published: July 2012

This position paper discusses how the tenets of Whole Language and Deaf Bilingual-Bicultural Education complement each other. It stresses that Whole Language is based on natural processes through which children can translate their constructs of personal experiences, observations, and perspectives into modes of communication that include written language and, in the present case, American Sign Language. The paper is based on two emphases: (a) Whole Language emphasizes a two-way teaching/learning process, teachers learning from children, and vice versa; and (b) Deaf Bilingual-Bicultural Education emphasizes American Sign Language as a language of instruction and builds on mutual respect for the similarities and differences in the sociocultural and socioeducational experiences and values of Deaf and hearing people. Both Whole Language and Deaf Bilingual-Bicultural Education attempt to authenticate curriculum by integrating Deaf persons' worldviews as part of educational experience.
Bi-Bi to MCE?
Authors: Stewart David A.
Published: July 2012

In the past few years, we have witnessed the introduction of a bilingual-bicultural approach and an increasing skepticism of the value of manually coded English in the education of deaf children. The thrust of bilingual-bicultural programs is emphasis on using American Sign Language as the primary language of instruction. However, merely advocating something (i.e., the use of American Sign Language) in no way guarantees its successful implementation. This paper reviews the research on past usage of manually coded English in the classroom for clues as to some of the concerns that American Sign Language might face in its implementation.
The Development and Analysis of Interactive Videodisc Technology to Teach Speechreading
Authors: Slike Samuel B. , Thornton Nancy E. , Hobbis Dorothy H. , Kokoska Stephen M. , Job Kenneth A.
Published: July 2012

Members of the Department of Communication Disorders and Special Education and the Institute for Interactive Technologies at Bloomsburg University developed a computer-based interactive videodisc instructional program to teach speechreading skills. Speechreading Challenges on Videodisc provides users with practice in speechreading words, sentences, and stories presented by over 150 people in a user friendly environment. Unlike traditional videotapes, videodisc technology provides immediate feedback to the user. To determine the program's effectiveness in teaching speechreading, a comprehensive evaluation of the program was undertaken. Seventy-four college students participated in a study using the program to learn speechreading. Results indicated a statistically significant improvement in speechreading ability from pretest to posttest measures on both the videodisc program evaluation as well as on the Costello Test of Speechreading.
Leadership Personnel Needs in the Education of Deaf and Hard of Hearing Children: Results of Two National Surveys
Authors: LaSasso Carol J. , Achtzehn James C.
Published: July 2012

During the summer of 1994, 64 university teacher preparation programs in deaf education and 62 instructional programs providing direct services to deaf and hard of hearing students participated in surveys designed to evaluate the effectiveness of the content and delivery system of Gallaudet University's Doctoral Program in Deaf Education in terms of meeting the need for leadership personnel in the field. Survey questions addressed the supply of doctoral level leadership personnel for recently advertised university or school leadership positions. Other questions addressed strategies university teacher preparation programs could use to attract more currently employed leadership personnel for Ph.D. study, and better prepare future them for positions as researchers or teacher educators in the education of deaf and hard of hearing students. Data support the need for additional leadership personnel for faculty positions in university teacher preparation programs and in instructional programs. Data also provide direction for teacher preparation programs to better address the need for leadership personnel in the field.
What Deaf and Hard-of-Hearing Adolescents Know and Think About AIDS
Authors: Luckner John L. , Gonzales B. Robert
Published: July 2012

AIDS is a major problem for current and future generations. Lack of information about it, including how it is transmitted and how it can be prevented, places adolescents at risk. This study focused attention on the knowledge and opinions of deaf and hard-of-hearing adolescents on the topics of HIV and AIDS. The results suggest that the adolescents who participated in the study had a general idea about what they are, as well as the potential impact of the disease. However, they demonstrated important gaps in their knowledge of how HIV and AIDS are transmitted and prevented, and who can get AIDS. We recommend greater educational attention to the topic, given the harsh reality that adolescence may well be the primary time period for infection, even though the symptoms may not appear until many years later.
Sources of Stress for Mothers and Fathers of Deaf and Hard of Hearing Infants
Authors: Meadow-Orlans Kathryn P.
Published: July 2012

Hearing mothers and fathers of 20 deaf or hard-of-hearing (D/HH) and 20 hearing 9-month-old infants completed the Parenting Stress Inventory (PSI) and a questionnaire tapping the Stress of Life Events (SLE). Their overall scores on the PSI were quite similar but subscale scores show that mothers were more likely than fathers to perceive their infants as 'distractible' and to report more negative spousal relationships. Mothers whose infants are D/HH report greater life stress compared to mothers of hearing infants, especially in relation to finances and to work. These results are discussed from the perspective of effective intervention.
Attitudes of Teachers and Parents in India Toward Career Choices for Deaf and Hearing People
Authors: Parasnis Ila , DeCaro James J. , Raman Marie L.
Published: July 2012

The attitudes of teachers and parents of deaf children in India toward career choices for deaf and hearing people were investigated with respondents rating the suitability of eight professions for an imagined group of equally qualified deaf and hearing advisees. The attitudes of parents and teachers in India were found to be similar to those reported in previous studies conducted in the United States, Italy, England, and South Africa and showed that the hearing status of the imagined advisees selectively influenced the respondents' ratings of their suitability for those professions. These results suggested that differences in the availability of educational or technological support for deaf people do not necessarily lead to differences in attitudes regarding career choices for deaf people.
Factors That Contribute to Stress As Reported by Teachers of Deaf Students at Residential Schools
Authors: McNeill Joyce H. , Jordan Laura J.
Published: July 2012

Many teachers of deaf students report that they experience high levels of stress related to their work. In this paper, we report the results of research implemented to search for different responses to items possibly indicative of stress, as reported by residential school teachers who follow two different communication philosophies: an oral approach and the Total Communication approach. Data were collected using a survey instrument developed by the researchers in this study, which was completed by 31 teachers following an oral approach and 93 following the Total Communication approach. Teachers also completed a second, standardized instrument Results indicated that the two groups did not differ significantly in their total responses to the instrument developed by the researchers in the present study. However, they did differ on 2 of 10 possible stress factors: institutional provision of technical and personnel assistance and agreement with communication methodology. Future directions for research are included.
The Expressive Communication of Hearing Mothers and Deaf Infants
Authors: Spencer Patricia Elizabeth
Published: July 2012

This paper describes the expressive communication and language of seven hearing mothers and their deaf infants. Severe-profound or profound bilateral sensorineural hearing loss was identified in the infants by 7 months of age; intervention programs emphasizing use of signing systems plus speech were started before 9 months of age. Communication behaviors during free play were observed when the infants were 12 and 18 months old. The frequency of the mothers' signing at 12 and 18 months was significantly correlated: mothers' patterns of frequent or infrequent signing were evident within several months of their infants' entry into programming. Mothers who signed most frequently reported that other adults (father and other relatives, friends) were also learning and using signs. Frequency of sign production by the infants at 18 months correlated significantly with frequency of sign production by the mothers when the infants were 12 and 18 months. The mothers' reports of their typical frequency of signing and of the sign lexicon size of their infants failed to correlate significantly with observed performance.
A National Survey of School Psychological Services for Deaf and Hard of Hearing Students
Authors: Weaver Connie Brecht , Bradley-Johnson Sharon
Published: July 2012

The survey reported on in this paper replicated and modified Levine's (1974) nationwide survey of the psychological services provided for deaf and hard of hearing students. The purpose of our survey was to up date the information in light of the requirements of PL 94-142 (1975) and current practice. We noted several changes in practice since the first survey, but unfortunately, little change has taken place in many important areas. We suggest possible areas for expanding the role of school psychologists and discuss implications for training.
Demographic and Audiological Profiles of Deaf Children in Texas With Cochlear Implants
Authors: Allen Thomas E. , Rawlings Brenda W. , Remington Elizabeth
Published: July 2012

This paper reports the findings of a study that examined the demographic, educational, and audiological characteristics of a sample of children in Texas who had received cochlear implants. Children who had received implants and children who had not were compared. Differences between the two groups are discussed in the context of the criteria that have been published in the literature for selecting implant candidates. Results indicate that although the published selection criteria were predictive of the characteristics of the implanted sample, there was a degree of flexibility in applying the criteria to choose implant recipients. Audiological comparisons revealed that cochlear implant recipients experience greater reductions in average hearing thresholds than do users of conventional aids, although these findings should be viewed as preliminary.
Characteristics of Effective Teachers: A Descriptive Study of the Perceptions of Faculty and Deaf College Students
Authors: Lang Harry G. , McKee Barbara G. , Conner Karen
Published: July 2012

We designed and administered rating and ranking instruments to examine the perceptions about teaching characteristics held by administrators, academic department chairpersons responsible for evaluating teaching, instructional faculty, and deaf college students. The differences in perceptions found between supervisors and teachers about characteristics of effective teaching indicate a need for ongoing dialogue. In addition, teachers and deaf college students were found to differ in their views of the importance of certain characteristics, and we suggest teachers discuss these perceptions with students. We also recommend additional research on particular characteristics of effective teaching.
Recall of English Function Words and Inflections by Skilled and Average Deaf Readers
Authors: Kelly Leonard P.
Published: July 2012

This study examined whether skilled deaf readers sustain a more complete memory trace of English function words and inflections compared to average deaf readers and whether this is related to processing that has a phonological component. The superior accuracy of skilled readers on a verbatim recall task indicated that they are more able than average deaf readers to sustain a record of English function words and inflections. Elevations in processing time under the recall versus a comprehension condition were highly correlated with recall accuracy. On a separate task, the relative speed of skilled readers when making lexical decisions about phonologically similar word pairs indicated greater access to phonological information during word reading. However, the phonological facilitation measure did not correlate highly with recall accuracy nor increments in processing under the recall condition.
Accessibility of Mental Health Services and Crisis Intervention to the Deaf
Authors: McEntee Maureen K.
Published: July 2012

The percentage of deaf and hard of hearing people who need mental health services and crisis intervention is similar to that of the general population. Hence, a survey was conducted to evaluate the accessibility of these services to the deaf population in Rhode Island. Staff members at agencies were asked about the number of deaf clients they serve, and asked to judge the accessibility of their basic services (e.g., TDD, interpreters). The results indicated that although more than 70% of respondents indicated they had served deaf people during the past year, only 25% provided certified interpreters and only 39% were accessible to the deaf community via TDD. Other services as well as the needs of the deaf community are also discussed.
Believability and Importance as Determinants of Rumor Among Deaf College Students
Authors: Anthony Susan , Gibbins Spencer
Published: July 2012

In an attempt to develop a "psychology of rumor" among the Deaf, equivalent in scope to what is already known about rumor among hearing populations, one of the main goals of this research was to address the roles of believability and importance in a sample of young adult college students. Believability and importance emerged as significant variables in rumor among Deaf college students. Importance of the rumor topic related to both extent of specific rumor knowledge and to extent of transmission rates of specific rumors. Subjects with more knowledge about a rumor viewed it as more important as did subjects who transmitted a rumor more frequently. Believability also was related to transmission rates. Subjects who transmitted a rumor more frequently also believed it more than did infrequent transmitters. Subjects who knew more about a rumor were also more anxious and more extroverted than their less knowledgeable counterparts. Frequent transmitters were also more anxious than infrequent transmitters. Multivariate analyses indicated that the best predictors of rumor knowledge were generalized anxiety, extroversion and gender. The best predictors of transmission rates were importance and generalized anxiety.
Social Support, Motivation, Language, and Interaction: A Longitudinal Study of Mothers and Deaf Infants
Authors: MacTurk Robert H. , Meadow-Orlans Kathryn P. , Koester Lynne Sanford , Spencer Patricia E.
Published: July 2012

This project examined the effect of early cognitive, social, and communicative experiences on later social and language development in deaf infants with hearing mothers. Interactions between mothers and deaf infants were found to be positively influenced by social support provided to mothers in the early months of the infants' lives, mothers' visual and tactile responsiveness when their infants were 9 months of age, infants' ability to cope with interactive stress at 9 months of age, and fewer attempts by infants to engage with the social environment during the mastery motivation assessment at 9 months of age. Neither mother-infant affective matching nor maternal visual-tactile responsiveness correlated with the deaf infants' language level.
Stress In Greek Mothers With Deaf Children: Effects of Child Characteristics, Family Resources and Cognitive Set
Authors: Konstantareas M. Mary , Lampropoulou Venetta
Published: July 2012

In an effort to understand the impact of their children's deafness on Greek mothers, demographic, disability-related and stress characteristics were examined with 42 hearing mothers and their deaf children. The work was based on Hill's ABCX model and Bronfenbrenner's social ecology model, entailing a microsystem, mesosystem, ecosystem, and macrosystem. In addition to child history obtained from school records, Rotter's locus of control scale, Coopersmith's self-esteem inventory and the Clarke questionnaire on resources and stress were given to mothers. Onset of deafness before 18 months of age was associated with greater maternal stress. A tendency for mothers of younger children to report more stress was evident. The mothers mainly had an external locus of control, attributing events to outside agents beyond their control. Self-esteem proved the best predictor of stress, with a low-esteem associated with greater reported stress. The findings are discussed with reference to disability-related and cultural factors.
Constraints on Communication in Classrooms for the Deaf
Authors: Matthews T. James , Reich Carol F.
Published: July 2012

One explanation for the relatively low scholastic achievement of deaf students is the character of communication in the classroom. Unlike aural communication methods, line-of-sight methods share the limitation that the receiver of the message must look at the sender. To assess the magnitude of this constraint, we measured the amount of time signers were looked at by potential receivers in typical secondary school classes for the deaf. Videotaped segments indicated that on average the messages sent by teachers and students were seen less than half the time. Students frequently engaged in collateral conversations. The constraints of line-of-sight communication are profound and should be addressed by teaching techniques, classroom layout, and possibly, the use of computer-communication technology.
The Concept of Fractional Number Among Deaf and Hard of Hearing Students
Authors: Titus Janet C.
Published: July 2012

This study investigated deaf and hard-of-hearing students' understanding of the fractional number concept as measured by their ability to determine the order and/or equivalence of two fractional numbers presented in a pair. Analyses focused on the performance and strategies of 10-to-12 and 13-to-16 year old deaf and hard-of-hearing students (N=21) and comparison groups of hearing students (N=26). All students completed 18 fraction items requiring them to indicate which of two fractions presented in a pair was the larger value. On four items, students indicated their strategy. Results showed deaf and hard-of-hearing students performed similarly to younger hearing students in overall performance by fraction type and problem solving strategies. These students had a tendency to order fractions by the values of the counting numbers composing them.
The Use of Speech-Based Recoding in Reading by Prelingually Deaf Children
Authors: Schaper Maike W. , Reitsma Pieter
Published: July 2012

We evaluated the extent to which prelingually deaf school children who were educated orally made functional use of speech-based codes in reading processes. The study involved two experimental reading tasks: (1) memorizing written words in association with meaning and (2) serial order recall of written word strings. The subjects were 78 school children 6 to 13 years of age. The results revealed a developmental change in the use of coding strategies: up to 9 years of age, most children seem to process written words by means of visual codes; older children tend to differentiate and appear to prefer either a visual or a speech-based strategy. The latter was found to be associated with better performance in reading tasks.
Social Interaction: Assessment and Intervention With Regard to Students Who Are Deaf
Authors: Luetke-Stahlman Barbara
Published: July 2012

Personnel in school settings where deaf children are enrolled can play an important role in facilitating the acquisition of mature social skills. Social interaction assessment, curricula, and examples of goals and objectives are provided in this article as well as suggestions for facilitating social integration and developing a Circle of Friends. A tool that interpreters or other significant adults might utilize to empower hearing peers is also provided. It can be used for assessment purposes or as a model for appropriate comments. Finally, six commercially-available social skills curricula are described for use with students who are deaf.
Improvements in the English Syntax of Deaf College Students
Authors: Berent Gerald P.
Published: July 2012

The present study was designed to determine whether prelingually deaf students continue to improve in their knowledge of English syntax once they reach the college level. Students were assessed on their knowledge of nine English structures at the beginning and the end of the academic year. The results revealed significant improvement on all structures; however, students with lower general English proficiency improved to a significantly greater extent than students with higher general English proficiency. This suggests that deaf students with low proficiency might benefit from an increase in explicit grammar instruction. The results of this study are promising in that improved English syntax provides deaf students with more degree options and greater access to college-level reading materials.
Effects of Unilateral Hearing Loss on Teacher Responses to the SIFTER
Authors: Dancer Jess , Burl Nola T. , Waters Sandra
Published: July 2012

Eighteen school children with unilateral hearing loss were compared to their peers through administration of the Screening Instrument for Targeting Educational Risk (SIFTER) to their teachers. Results indicate that children with unilateral hearing loss are given SIFTER scores significantly lower than their peers in all five SIFTER areas of academics, attention, communication, participation, and behavior. Such results support previous findings regarding teachers' attitudes toward students with unilateral hearing loss and indicate a need for in-service education for the classroom teacher and special attention to the educational risks of such children.
Perceptions of the Oldest Hearing Child of Deaf Parents: On Interpreting, Communication, Feelings, and Role Reversal
Authors: Buchino Mary Ann
Published: July 2012

Sixteen hearing children of deaf parents were matched with sixteen hearing children of hearing parents on age, school grade, sex, parent education level, and socioeconomic status. All children in the study were the oldest in the family. The children completed a questionnaire and a structured interview. Both the questionnaire and the interview investigated the issues of feelings toward parents, communication with parents, interpreting, and role reversal. The results indicated no significant difference between the two groups on the feelings, communication, and role-reversal scales. A significant difference was found between the groups on the interpreting scale as well as on the responses to the interview situations. The ages of the children and the degrees to which the parents relied on them to interpret appeared to have a strong influence on the children's feelings toward parents, communication with parents, and views on role reversal.
Deaf and Hard of Hearing Adolescents' Memory for Concrete and Abstract Prose: Effects of Relational and Distinctive Information
Authors: Marschark Marc , De Beni Rossana , Polazzo Maria Grazia , Cornoldi Cesare
Published: July 2012

In two experiments, we examined deaf and hard of hearing adolescents' memory for prose as compared to that of hearing students. The study focused on the possibility that deaf and hard of hearing readers might make relatively less use of relational information in textual materials. Text structure and material concreteness were manipulated, and memory for relational and distinctive information was assessed. Results indicated that deaf and hard of hearing students remembered the abstract materials as well as they did the concrete materials. They were less likely than hearing students to remember idea units (concrete or abstract) holistically within passages, but they showed relatively better memory for individual words. This difference disappeared when the same sentences were presented without global paragraph coherence. The findings suggest that deaf and hard of hearing readers may be less likely than hearing readers to integrate text information across idea units, although they may retain as much information from within units.
Infants Who Are Deaf or Hard of Hearing, With and Without Physical/Cognitive Disabilities
Authors: Meadow-Orlans Kathryn P. , Smith-Gray Sybil , Dyssegaard Birgit
Published: July 2012

This paper provides narrative summaries of the medical histories and interactive behaviors of five infants who are deaf or hard of hearing and have other disabilities (HI-MH). All were diagnosed before they were 9 months old, when mothers were interviewed and completed parenting stress questionnaires. Mothers and 12-month-old infants were videotaped in a free play situation. These dyads are compared with mothers and (1) 10 infants with hearing deficits whose pre- or post-natal histories place them at-risk for other disabilities, but who have not been so diagnosed (HI-AR); (2) 8 infants not at-risk for other disabilities (HI-NR) since their hearing deficits are hereditary or have no known cause; and (3) 20 infants with no diagnosed disability of any kind (HG). Behaviors of the three groups of mothers whose babies are deaf or hard-of-hearing were rated below those of HG mothers although HI groups did not differ from each other. HI-MH infants and dyads ranked below those of the three other groups. Parenting stress scores did not differentiate among groups. However, scores for mothers of HI-MH infants were characterized either as extremely high (reflecting great stress) or extremely low (reflecting denial of stress). Discussion addresses implications for intervention.
Deaf Culture and Literacy
Authors: Padden Carol , Ramsey Claire
Published: July 2012

D eaf culture has become an enormously popular term and its presence in deaf education has become much more visible, particularly in relation to the teaching of reading and writing to young deaf children. Likewise, although the term functional literacy is familiar, the word literacy used by itself is new and powerful. This term is being used in public, academic, and educational discourse to mark a phenomenon that is different from reading and writing. It is possible to think about the new ideas of Deaf culture and literacy as part of a new educational enterprise, but the connections between the two are not always easy to sort out. We think it would be worthwhile to identify the key elements of these new ideas and sort out how they might be brought together. Let us begin with a few basic questions. • What is "literacy?" How is it different from just "reading and writing?" • What is Deaf culture? • What is the relationship between culture and literacy?—and between Deaf culture and literacy? • What is the relationship between literacy and face-to-face language?—and between literacy and American Sign Language (ASL)? • How can we move from theory to practice? What new research is needed to help us understand the relationships among literacy, Deaf culture, and language?
Classroom Dialogues and Deaf Identities
Authors: Mudgett-DeCaro Patricia , Hurwitz T. Alan
Published: July 2012

Despite increasing diversity in the classroom, many teachers of deaf and hard of hearing students are unprepared to teach in a way that benefits all their students. Our course for future teachers focuses on understanding these multiple identities, and on practical approaches to using diversity as an opportunity for class growth. Proceeding from the assumption that everyone in the classroom has something to teach and to learn, we describes our approach to teaching teachers in which we make use of the teachers' own diversity and expertise in a continuous dialogue across various methods. Samples of classroom dialogues are included.
Giving All Children a Chance: Advantages of an Antiracist Approach to Education for Deaf Children
Authors: Cohen Oscar P.
Published: July 2012

This paper begins with the assumption that racism exists and influences educational policy and curricula in American schools, including schools for deaf children, and discusses how a multicultural approach to educating deaf children is often limited to the description of ethnic differences. What is also needed is an antiracist approach to education that addresses the social and political ramifications of ethnic differences. It is suggested that schools for the deaf are in a strategic position to respond to the inadequacy of American schools to educate deaf children of color.
Deafness and Text-Based Literacy
Authors: Paul Peter V.
Published: July 2012

Due to social, political, and economic forces, much of the information associated with learned institutions such as courts, businesses, governments, and schools in the United States has been preserved or recorded in printed or written texts in standard English. A common assumption—one that recently is being challenged (e.g., see discussions in Olson, 1989; Wagner, 1986)—is that the predominant use of print and written language is the hallmark of an advanced civilization, one that possesses scientific and technological prowess. Theoretically, it is possible, albeit not economically or ecologically efficient, to preserve the same amount and diversity of learned, complex information in nontext-based forms, for example, audio-visual media. Nevertheless, proficiency in the use of print and written information, that is, in English text-based literacy skills, is a prerequisite for functioning adequately in a technological, information intensive society such as the United States, and for gaining access to higher education, scientific and industrial occupations, and the learned professions (Adams, 1990; Anderson, Hiebert, Scott, & Wilkinson, 1985). Within the guidelines presented in the introductory article of this journal, "Framework for Literacy: 1993 and Beyond" (Craig & Craig), the purpose of this article is threefold, that is, to discuss English text-based literacy and its ramifications for deaf people, according to three interrelated perspectives: 1. The relationship of text-based knowledge to the larger domain of literate thought (similar to "literate knowledge" or "literate know-how") 2. The significance of English literacy, particularly text-based literacy, for deaf people in a competitive, technological, information intensive workplace 3. The development of English text-based literacy skills in deaf people relative to theory, research, assessment, and instruction
Electronic Media: Broadening Deaf Students' Access to Knowledge
Authors: Monikowski Christine
Published: July 2012

Beginning with a simple explanation of the Internet the author discusses the advantages and disadvantages of classroom use of electronic media currently available. Specific strategies for applying tools, such as Listservs, are discussed along with teacher's responsibilities when using these media.
Changing Times, Changing Society: Implications for Professionals in Deaf Education
Authors: Redding Reginald L.
Published: July 2012

Significant demographic shifts among school-aged deaf children in the United States have not mirrored similar shifts in the teaching force, which remains predominately White. The importance of exposing children from ethnically diverse minority backgrounds to role models who have firsthand knowledge and understanding of issues they face is discussed and the strategies needed to attract minority professionals into the field of deaf education are identified.
Quantitative Literacy
Authors: Daniele Vincent A.
Published: July 2012

This article addresses the topic of quantitative, or mathematics, literacy for the workplace and its relevance in programming for deaf students. As Craig and Craig indicated in framing this issue of the Annals , preparing students for the workplace is only one goal of literacy. Literacy also carries enormous political significance, as it relates to critical thinking, empowerment, fostering informed voting, preserving culture, and maintaining cultural and economic control; and it further can be viewed simply from the perspective of adding dignity and richness to life itself. However, because of its special impact in the workplace, this very pragmatic aspect of quantitative literacy will be the focus here. As noted educator and author Ira Shor (see, e.g., Shor, 1980) once said in response to a question I posed, "One should not apologize for the need nor the ability to earn a living."
The Promise of the World Wide Web and Other Telecommunication Technologies within Deaf Education
Authors: Clymer E. William , McKee Barbara G.
Published: July 2012

The authors summarize a national survey that collected information on instructional technology resources available at schools serving deaf students in the United States. Results indicated that over 70% of these schools have access to the Internet and World Wide Web. The authors also explore innovative uses of the Internet and provide examples of specific applications for deaf students.
Asian, American, and Deaf: A Framework for Professionals
Authors: Wu Cheryl , Grant Nancy
Published: July 2012

The authors present a multicultural framework for thinking about, assessing, and working with Deaf people from Asian and Asian Deaf backgrounds. Emphasis is placed on cultural awareness and cultural competence for professionals and on building bridges across cultural networks.
Reasoning Skills: A Key to Literacy for Deaf Learners
Authors: Martin David S.
Published: July 2012

Until the latter part of the 1960s, many educators viewed literacy as a set of competencies that could be mastered through a series of discrete and in some cases "lower level" skills such as identification, recognition, memory, and repetition. Such a view equated literacy with only the decoding aspect of learning to read and ignored writing and mathematical reasoning, as well as attention to meaning. Many laypersons shared this view, but happily not all educators did; it was the teacher guides written for a number of reading textbooks that first truly introduced to teachers the term and meaning of metacognition , when other disciplines neither named this area nor included it in instruction. For the most part, however, the exciting changes in the development of cognitive psychology up through the 1960s focused on disciplines other than literacy; for example, cognitive psychologists played a major role in the curriculum revolution projects in science, social studies, and mathematics but were not overtly involved in any relationship with the world of acquiring literacy. Only since that time have there been movements to create a confluence between literacy and reasoning.
The "Potential" Contributions of Cognitive Behavior Modification to Literacy Training for Deaf Students
Authors: Loera Paul A. , Meichenbaum Donald
Published: July 2012

This article will address the background and "potential" use of Cognitive Behavior Modification (CBM) as an approach for increasing literacy skills among deaf people. We highlight the word "potential" because most CBM interventions with the deaf have been quite preliminary. But before we consider this "potential" let us first examine the role illiteracy plays for both deaf and hearing adults as they enter the workforce today. For many decades, the literature has documented significant academic and employment underachievement among the deaf population. The itemization of this underachievement, relative to their hearing counterparts, sets the stage for the present proposal and represents a "call to action" for all who are interested in nurturing literacy in deaf children and adults. Consider the following findings on the relative levels of academic underachievement of the deaf population. 1. Thirty percent of students with hearing impairment exit school without a diploma or certificate (Nash, 1992). 2. The average math achievement level at secondary school graduation for deaf students is only at the sixth to seventh grades (Allen, 1986). 3. The reading achievement test scores of deaf children continue to lag far behind those of hearing students, with reading achievement test scores remaining at approximately the third-grade level (Allen, 1986). While many members of the deaf community rise above these academic limitations, for those who do not the financial, social, and personal consequences can be substantial. A major contributing factor to the bleak employment picture is an individual's level of literacy. We are using this term "literacy" in its broadest meaning to include not only the comprehension of prose in its various forms, but also literacy in reading the demands and expectations of social and employment situations.
A Review of Bilingual/Bicultural Programs for Deaf Children in North America
Authors: Strong Michael , Stuckless Ross
Published: July 2012

Each year the Joint CEASD/CAID Annals Committee selects a topic of current interest for inclusion in the annual reference issue. This issue's topic pertains to bilingual/bicultural programs for deaf children. While much has been said and written about the general topic, relatively little has been written about existing programs. Accordingly, the committee invited Dr. Michael Strong a researcher and an articulate proponent of this approach in the education of deaf children, to author this review. Please send any comments you wish to make pertaining to this review to Donald F. Moores, editor of the Annals literary issues. In a cover letter accompanying his manuscript, Dr. Strong wrote, "I kept evaluative comments to a minimum, but with great difficulty!" It has since been suggested that he submit a more self-expressive companion article for consideration in a future issue of the Annals .
Instructional Technology in Schools Educating Deaf and Hard of Hearing Children: A National Survey
Authors: Harkins Judith E. , Loeterman Mardi , Lam Kay , Korres Ellie
Published: July 2012

A survey on the availability of technology for instructional use was conducted by means of a mail questionnaire sent to schools that participate in the Annual Survey of Deaf and Hard of Hearing Children and Youth. Responses from 546 schools indicated that computers and printers are now commonplace, but inventories remain low for a sizable minority (42%) of schools. Center schools reported larger inventories of computers, printers, closed-caption decoders, and VCRs than were reported by local schools, but inventories of newer technologies such as CD-ROMs, videodiscs, and computer projection systems were low among both types of schools. The top needs indicated by schools were more equipment; more software, videocassettes, and other supporting materials; more teacher training; and more time for teachers to devote to instructional technology.
Lost in the Woods: Grey Areas in Malory and the Stanzaic Morte Arthur
Authors: Rayner Samantha J.
Published: July 2012

This article highlights the use of the phrase holtis hore in Le Morte Darthur , the Stanzaic Morte Arthur , and other romance texts, exploring its meaning and contexts against the backdrop of the Arthurian landscape. (SJR)
An Archaic Tale-Type Determinant of Chrétien’s Fisher King and Grail
Authors: Sayers William
Published: July 2012

Perceval mistranslates a Welsh name meaning ‘pierced-knee’: connotations are physical impairment, infertility, and generational dissociation. The Fisher King episode has analogues in Welsh and Irish tales of an elderly king wounded by a domestic object in a maritime setting. A graal or fish platter would be a natural accompaniment. (WS)
Famous in Song and Story: Arthurian Legends in Heather Dale’s Music
Authors: Howey Ann F.
Published: July 2012

Although popular music is often assumed to be lyrical or dramatic rather than narrative, analysis of the structure, lyrics, and audio components (vocal and instrumental) of Heather Dale’s Arthurian songs reveals the way that the lyrical and dramatic aspects of popular music can create narrative, a fact demonstrated both in Dale’s individual songs and in her work as a whole. (AFH)
T.H. White, The Once and Future King , and the Scientific Method
Authors: La Jeunesse Jake
Published: July 2012

T.H. White’s The Once and Future King contradicts its author’s intentions as an anti-war novel. Instead, examination of the book via the scientific method reveals that White was searching for an antidote for war, not presenting one. Read this way, his findings arguably offer greater ‘real-life’ lessons. (JPL)

There is many a boy here today who looks on war as all glory…I am sick and tired of war. Its glory is all moonshine. It is only those who have neither fired a shot nor heard the shrieks and groans of the wounded who cry aloud for blood, for vengeance, for desolation. War is hell.

General William Sherman, 1870
Castles and the Architecture of Gender in Malory’s ‘The Knight of the Cart’
Authors: Martin Molly
Published: July 2012

This essay examines the relationship between space and gender in Malory’s ‘The Knight of the Cart.’ Castle space in particular helps determine the gender identities of the episode’s main characters. In return, the actions and words of Guenevere, Lancelot, and Meleagant define and redefine that space. (MM)
Geoffrey’s ‘Very Old Book’ and Penda of Mercia
Authors: Pace Edwin
Published: July 2012

Major story elements in Geoffrey of Monmouth’s narrative concerning Uther Pendragon and Aurelius Ambrosius closely follow historical events recorded for the reigns of the seventh-century insular rulers Cadwallon of Gwynedd and Penda of Mercia. This may have important implications for the provenance of the Historia Regum Britanniae . (EP)
Female Roles and Engagement of Women in the Classical Sanskrit Theatre Kūṭiyāṭṭam: A Contemporary Theatre Tradition
Authors: Casassas Coralie
Published: July 2012

While kūṭiyāṭṭam has in earlier Western literature often been seen as a static and archaic form, it is at present a contemporary and evolving art in which women have played an important role since the 1970s. Using the performance innovations and audience development strategies of three pioneers of female performance, Kalamandalam Giirja, Margi Sathi, and Usha Nangiar, the way women are helping to shape the genre will be explored.
Everyday Flamboyancy in Chennai's Sabha Theatre
Authors: Rudisill Kristen
Published: July 2012

This paper analyzes the 1977 Tamil-language Honeymoon Couple , written by Crazy Mohan for comedian Kathadi Ramamurthy, as a typical play that illustrates the basic content as well as structural and aesthetic characteristics of the sabha theatre genre. This work exhibits the major traits that in my analysis constitute the genre: patronage by sabha s, with their middle-class, usually Brahmin, audience base; a central theme concerning marriage alliances and/or married life; scripted witty dialogue with a thin plot and one-liner jokes, often including language jokes that code-switch between Tamil and English; a socially conservative message; and an "amateur aesthetic" that involves minimal sets, costumes, and lighting, and two-hour evening or weekend matinee performances. The reading of Kathadi Ramamurthy's Honeymoon Couple illustrates the flamboyant quotidian nature of the pure comedy plays that focus on fast-paced dialogue filled with jokes, puns, and allusions, and works from that humor to a deeper understanding of middle-class Tamil Brahmin culture.