American Annals of the Deaf最新文献

The discussion on the role of American Sign Language (ASL) in deaf students' reading development has been long and contentious. The students' limited knowledge of English has been commonly perceived as a culprit in making reading difficult. However, a more nuanced explanation of reading performance and its relationship with competence in ASL's potential role is needed. In the present study, multivariate analyses of the variance in the ASL and English comprehension performance of 91 middle school students at an ASL-English bilingual school revealed some important insights. Inference-making skills in ASL are an important predictor. For the students with hearing parents, the quality of communicative access at home contributed significantly to the overall explanation of the variance in English passage comprehension; along with the age at exposure to ASL, it accounted for a large part of the variance in the ASL passage comprehension.

Few studies exist on the reading habits of the deaf population, and most of those that do were published more than 20 years ago. Hence, changes in reading habits due to the availability to the deaf population of online reading material and portable electronic devices have likely occurred. Additionally, in the hearing population, confinement causes changes in reading habits. We used an online questionnaire to compare the reading habits of 102 deaf and hard of hearing adult residents of Spain both before and during COVID-19 confinement. In general, more reading occurred during confinement, although not all participants showed this pattern: Regular readers read more during lockdown. Motivations for reading were largely unaffected by confinement. Furthermore, the time spent reading was not related to the availability of books at home: More was read in digital format during confinement.

The authors examine the effects of American Sign Language (ASL) on English reading achievement and English reading comprehension. A systematic review of relevant primary research and research-integrated journal articles was conducted. Based on interpretations of a few salient articles and other sources (e.g., books) selected in a professional review, background on the ASL-English situation is provided. The authors discuss whether the findings reflect a pattern or suggest instructional implications for improving English reading comprehension. Also discussed is whether the findings are confounded by a lack of desirable research characteristics associated with sample sociodemography, teacher-student interactions, or school environment. The article concludes with recommendations for further research to examine the merits of ASL-English approaches or bilingual programs, focusing on improvement of the English reading skills of d/Deaf and hard of hearing children and adolescents.

The COVID-19 pandemic placed stress on all aspects of the educational system. Many state departments of education acknowledged the disruption to individualized education program evaluation and implementation but insisted that evaluation timelines and services continue undisrupted. School psychologists were therefore forced to navigate the viability of virtual assessment without established research supporting this type of student evaluation. Formal assessments used in the identification of learning disabilities and other areas of disability were not standardized with virtual administration procedures; however, many test publishers have offered guidelines for online administration. These guidelines may not be suitable for test administration with deaf and hard of hearing (DHH) children. Through the presentation of two case studies, this article explores some of the available administration guidelines and evaluates their appropriateness for use with DHH children. Information in this article informs current practice of school psychology in a virtual environment.

In 1972, Glenn Anderson collaborated with New York University colleague Frank Bowe to publish an American Annals of the Deaf article titled "Racism Within the Deaf Community" (Anderson & Bowe, 1972). It was written, in part, due to the influence of the Civil Rights Movement of the 1960s, which affected both the Black Deaf and Black hearing communities, as well as in response to Anderson's experiences with a Deaf club in Detroit. Given that 52 years have passed since the article was published, this updated version, coauthored with Gallaudet University colleague Lindsay Dunn, addresses the following issues, among others: racial inequity in the educational and employment attainment of Black Deaf persons, their personal experiences with institutional and systemic racism, and their perspectives on what must be done to progress toward dismantling institutional and systemic racism in the Deaf community today and tomorrow.