Journal of Deaf Studies and Deaf Education最新文献

Many deaf and hard of hearing (DHH) children who are exposed to a signed language acquire their language with seemingly little effort and communicate effectively with other signers. However, some children struggle with aspects of comprehension or production, and their communication with other signers is hindered. An online survey was used to gather estimates from professionals who work with signing DHH children about aspects of signed language comprehension and production that tend to be challenging for DHH children who are exposed to a signed language early and regularly throughout childhood (early/regular group) and DHH children who do not have early and regular exposure to a signed language (delayed/limited group). Estimates from 55 professionals revealed differences in the prevalence of language challenges across groups, with children in the delayed/limited exposure group reported to experience significantly more challenges than the early/regular exposure group, across all features of language examined. Focused analyses of specific features reveal that some aspects of language are more difficult than others.

Deaf and hard-of-hearing Multilingual Learners (DMLs) are Deaf and hard-of-hearing students who are either born outside of the country they currently receive schooling in or have both parents born outside of that country, using a language other than the national spoken language at home. This group is growing in numbers and contributes significantly to the increasing linguistic and cultural diversity in Deaf education. This systematic review synthesizes findings from 17 peer-reviewed empirical studies, identifying four educational levels relevant to DMLs: context, organization, educators, and student. Parents are key agents across all levels. While DML education generally aligns with that of other deaf and hard-of-hearing students, educators attest to difficulties teaching DMLs due to a lack of adequate assessments, strategies, and materials, adapted to DMLs' specific needs. Educators and parents highlight difficulties in establishing effective home-school collaboration, despite its recognized importance for academic success. DMLs value all their languages equally but especially emphasize the national sign language for learning. Parents are an underused resource. This review underlines the pressing need for empirical research on effective teaching strategies and materials for DMLs, improved internal and external school collaboration strategies, and a deeper understanding of DMLs' experience.

Prior studies have documented an association between reading comprehension and arithmetical skills. However, the underlying processes that might moderate these associations, particularly while accounting for general cognitive abilities, remain unclear. This study investigated whether grade level moderated the relationship between reading comprehension and mental subtraction in deaf and hard of hearing (DHH) children, after controlling for intelligence. A sample of 257 DHH children from Grades 3 to 9 in China completed measures of reading comprehension, single-digit subtraction, double-digit subtraction, and a test of non-verbal intelligence. Results indicated that after controlling for intelligence, the direct effect of reading comprehension on subtraction performance was not significant. However, moderation analyses using the PROCESS macro revealed that grade level significantly moderated this relationship for both single-digit and double-digit subtraction. Simple slope analyses showed that for children in higher grades, reading comprehension was a strong and significant predictor of subtraction performance. In contrast, for children in lower grades, the association was significantly weaker for single-digit subtraction and non-existent for double-digit subtraction. These findings highlight grade level as a critical developmental moderator, suggesting that the role of reading comprehension in arithmetic emerges and strengthens in later school years among DHH children.

This article examines how deaf students and interpreters experience positioning within mainstream educational settings, with a focus on environments where a critical mass-defined as multiple deaf students and interpreters-is present. Drawing on interviews with 41 formerly mainstreamed deaf individuals and interpreters, the study explores how critical mass influences engagement, participation, and perceived membership in the school community. Findings suggest that critical mass enhances access to Deaf Community Cultural Wealth (DCCW) and fosters collaborative positioning. These environments strengthen support systems for both deaf students and interpreters. These environments also promote professional development among interpreters and contribute to more inclusive school climates. The study is framed by positioning theory and DCCW, offering insights into how systemic and interpersonal dynamics shape educational experiences. Implications are discussed for both deaf education and interpreter education communities.

There are global initiatives aimed at improving the quality of Family-Centered Early Education (FCEE) for deaf and hard-of-hearing (DHH) children and their parents. This study aims to examine the FCEE practices provided to parents of DHH children aged 0-3 in Türkiye based on parental experiences. Employing a sequential explanatory mixed methods design, data were collected from 268 parents in the quantitative phase and 10 in the qualitative phase through the FCEE-DHH Survey, semi-structured interviews, and information form. Descriptive analyses were conducted, with qualitative findings elaborating on the quantitative results. Findings were categorized into four dimensions: information, guidance, intervention, and assessment. Results indicated that parents primarily relied on internet sources and peer networks to address informational needs. For guidance, limited access to psycho-social support and a lack of attention to parents' emotional needs were reported. Intervention practices were predominantly child-centered with minimal parental involvement. The absence of a systematic assessment led to unrealistic expectations regarding children's development. These results underscore the need for comprehensive, interdisciplinary FCEE programs in Türkiye supported by legal frameworks and integrated service policies.

This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revealed a range of low to mid performance, with the argumentative-with-sources writing scoring similarly to narrative writing and showing incremental growth across the grade levels. Early language exposure and proficiency in ASL or spoken English were linked to better writing outcomes, highlighting the importance of early and accessible language development. The results underscore the urgent need for linguistically responsive materials, reliable ASL assessments, and evidence-based instructional strategies for addressing the range of needs of deaf students. The study calls for further exploration of the patterns observed in students' writing to design instruction that builds on strengths and addresses needs, enhancing academic success and societal participation for deaf learners.

Both deaf and hearing readers use morphological awareness skills to decode and comprehend printed English. Deaf readers, for whom phonological awareness is a relative weakness while orthographic sensitivity is a strength, may have a different relationship with morphology than similarly skilled hearing readers. This study investigated the impact of various reading sub-skills-spelling, vocabulary size, morphological awareness, and phonological awareness-on reading comprehension for deaf and hearing adult readers. Morphological awareness had a stronger relationship with reading comprehension for deaf than hearing readers, particularly for deaf readers with advanced morphological skills. Morphology and vocabulary were also more strongly related for the deaf group, indicating that deaf readers leverage morphology to expand their word knowledge. Overall, the findings highlight the unique and significant role of morphological awareness in the skilled deaf reader's "toolbox" and underscore the importance of morphological instruction in supporting the reading development of deaf individuals.

This paper, the 6th in a series about the level of access afforded to students who use educational interpreters, examines the intelligibility of messages produced by Conceptually Accurate Signed English (CASE) transliterators. Eight highly skilled receivers of CASE evaluated the intelligibility of messages that varied in accuracy and lag time. Results of intelligibility tests showed that (1) overall intelligibility (40%) was considerably lower than average accuracy (58%), (2) accuracy played a smaller role than expected in intelligibility, and (3) the relationship between accuracy and intelligibility likelihood was roughly sigmoidal in shape, with intelligibility likelihood falling fastest as accuracy drops below 65%. Mouthing was the primary factor in intelligibility of all words in the message, explaining 24% of the variance; accuracy accounted for another 6%. The roles were reversed for key words (accuracy accounted for 15% of variance; mouthing explained 6%). Lag time had no contribution after accounting for accuracy and mouthing, but utterances with lag times between 0.5 and 1.5 s were most likely to exceed 70% intelligibility. Future work should investigate sources of transliterator variability (e.g., speechreadability, presentation rate) and other communication options (e.g., American Sign Language) in order to ensure accessibility for all students who use educational interpreters.

Vocational identity development is a crucial yet underexplored aspect of Deaf and Hard of Hearing (DHH) students' education and career progression. This study investigates the role of father involvement in shaping DHH students' vocational identity, focusing on the mediating effects of internal (self-determination) and external (social competence) factors. Using data from 1,003 DHH university students across China, the results revealed that father involvement significantly enhances vocational identity (β = 2.273, p < .001). Specifically, it positively impacts self-determination (β = 1.810, p < .001) and social competence (β = 0.889, p < .001), both of which independently and significantly influence vocational identity. Self-determination accounted for approximately 57.3% of the total mediation effect, while social competence contributed 28.1%. These findings highlight the importance of internal motivation and external social skills in career development. This study provides valuable insights into how father involvement influences vocational identity through distinct psychological pathways, offering evidence-based recommendations for interventions aimed at enhancing self-determination and social competence to support DHH students' vocational identity development.

For most deaf readers, learning to read is a challenging task. Visual word recognition is crucial during reading; however, little is known about the cognitive mechanism of Chinese deaf readers during visual word recognition. In the present study, two experiments explored the activation of orthographic, phonological, and sign language representations during Chinese word recognition. Eye movements were recorded as participants read sentences containing orthographically similar words, homophones, sign language-related words, or unrelated words. All deaf readers showed shorter reading times for orthographically similar words compared to unrelated words. However, when the reading ability was controlled, the homophone advantage was observed only for deaf readers with more oral language experience, whereas the sign language advantage was observed only for deaf readers with more sign language experience. When language experience was controlled, in comparison to deaf readers with lower reading fluency levels, those with higher reading fluency levels had more stable orthographic and sign language representations. Deaf college readers with more oral language experience activate word meanings through orthographic and phonological representation, whereas deaf college readers with more sign language experience activate word meanings through orthographic and sign language representation, reflecting a unique cognitive mechanism, and reading ability moderates this process.