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Direct linkAlbertini, John A.; Marschark, Marc; Kincheloe, Pamela J. – Journal of Deaf Studies and Deaf Education, 2016
Research in discourse reveals numerous cognitive connections between reading and writing. Rather than one being the inverse of the other, there are parallels and interactions between them. To understand the variables and possible connections in the reading and writing of adult deaf students, we manipulated writing conditions and reading texts.…
Descriptors: Deafness, College Students, Reading Achievement, Reading Ability
Mayberry, Rachel I.; del Giudice, Alex A.; Lieberman, Amy M. – Journal of Deaf Studies and Deaf Education, 2011
The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found…
Descriptors: Reading Achievement, Deafness, Effect Size, Reading Ability
Narr, Rachel F. – Journal of Deaf Studies and Deaf Education, 2008
Visual phonics, a system of 45 hand and symbol cues that represent the phonemes of spoken English, has been used as a tool in literacy instruction with deaf/hard-of-hearing (DHH) students for over 20 years. Despite years of anecdotal support, there is relatively little published evidence of its impact on reading achievement. This study was…
Descriptors: Phonics, Deafness, Hearing Impairments, Phonological Awareness
Engagement during Reading Instruction for Students Who Are Deaf or Hard of Hearing in Public Schools
Donne, Vicki; Zigmond, Naomi – American Annals of the Deaf, 2008
An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by…
Descriptors: Public Schools, General Education, Partial Hearing, Deafness
Peer reviewedKampfe, Charlene M.; Turecheck, Armin G. – American Annals of the Deaf, 1987
A review of research concerning reading achievement of prelingually deaf students found that studies comparing signing versus non-signing parents without regard for parental hearing status typically found no relationship between parental method and reading skills. Studies examining specific types of manual communication found a relationship…
Descriptors: Congenital Impairments, Deafness, Elementary Secondary Education, Manual Communication
Enns, Charlotte; Lafond, Lori Dustan – American Annals of the Deaf, 2007
Learning to read and write is a challenge for most deaf children due to their limited experiences with, and access to, spoken language. In the case of deaf students who have difficulty processing visual print, literacy becomes an even greater challenge. The study piloted an intervention procedure that incorporated the principles of automaticity,…
Descriptors: Teacher Student Relationship, Interaction, Reading Ability, Dyslexia
Odom, Penelope B.; Blanton, Richard L. – J Reading Behav, 1970
Descriptors: Correlation, Deafness, Grammar, Language Ability
Peer reviewedIzzo, Andrea – American Annals of the Deaf, 2002
A study examined the relationship between phonemic awareness and reading ability in 29 elementary children enrolled in a residential school for students with deafness. Reading ability was significantly correlated to language ability, but not to phonemic awareness. Phonemic awareness did not contribute to any variance in reading ability. (Contains…
Descriptors: Deafness, Elementary Education, Language Acquisition, Performance Factors
Peer reviewedClarke, Bryan R.; Leslie, Perry T. – Perceptual and Motor Skills, 1971
Descriptors: Comparative Testing, Deafness, Handicapped Children, Perceptual Motor Learning
Peer reviewedLoMaglio, Larry J. – American Annals of the Deaf, 1991
This study, involving 41 hearing foreign students, sought to determine the suitability of using the Test of English as a Foreign Language (TOEFL) to determine the English reading skills of deaf international college applicants. Results indicated that a TOEFL score between 400 and 500 correlated with a reading grade level of less than 8.0.…
Descriptors: Admission Criteria, College Admission, Deafness, English (Second Language)
