Journal of Deaf Studies and Deaf Education - Advance Access

Investigating the Technical Adequacy of Curriculum-Based Measurement in Written Expression for Students Who Are Deaf or Hard of Hearing

Cheng, S.-F., Rose, S. — 2009-06-29

This study investigated the technical adequacy of curriculum-based measures of written expression (CBM-W) in terms of writing prompts and scoring methods for deaf and hard-of-hearing students. Twenty-two students at the secondary school-level completed 3-min essays within two weeks, which were scored for nine existing and alternative curriculum-based measurement (CBM) scoring methods. The technical features of the nine scoring methods were examined for interrater reliability, alternate-form reliability, and criterion-related validity. The existing CBM scoring method—number of correct minus incorrect word sequences—yielded the highest reliability and validity coefficients. The findings from this study support the use of the CBM-W as a reliable and valid tool for assessing general writing proficiency with secondary students who are deaf or hard of hearing. The CBM alternative scoring methods that may serve as additional indicators of written expression include correct subject–verb agreements, correct clauses, and correct morphemes.

Uncommon Stories: A Belief in Equal Rights: Rivers, M. V., & Shurman, D. (2008). Deaf Lives in Contrast: Two Women's Stories. Washington, DC: Gallaudet University Press. 239 pages. Paperback. $34.95.

Matchett, M. K. — 2009-06-26

The Experiences of Cypriot Hearing Adults With Deaf Parents in Family, School, and Society

Hadjikakou, K., Christodoulou, D., Hadjidemetri, E., Konidari, M., Nicolaou, N. — 2009-06-05

This paper investigates the personal experiences of hearing adults with signing Deaf parents in their families, school, and society. In order to obtain relevant information, in-depth semi-structured interviews were conducted with 10 Cypriot hearing adults with Deaf parents between the ages of 21 and 30 years with different occupation, sex, and educational background. It was found that most of the participants developed a bicultural identity, undertook the interpreter and protector role in their family, and interacted well with their parents, despite the lack of in-depth communication that they noted. The positive role of the extended family was acknowledged. The prejudices of Cypriot hearing people against the Deaf people were identified, as well as the lack of state support toward the Deaf community. This study has implications for Deaf parents, and professionals working, planning, and implementing social, psychological, and educational support services to Deaf-parented families.

Language Achievement in Children Who Received Cochlear Implants Between 1 and 2 Years of Age: Group Trends and Individual Patterns

Duchesne, L., Sutton, A., Bergeron, F. — 2009-05-21

This study examined receptive and expressive vocabulary and grammar achievement of French-speaking children (n = 27) who received a cochlear implant (CI) between the age of 1 and 2. Standardized measures of language achievement were administered and the language levels attained by children with CIs were compared with that of the normative sample of same-age hearing peers for each measure. As a group, children exhibited language levels within normal limits in all standardized language measures. Examination of individual patterns revealed four different language profiles ranging from normal language levels in all domains to general language delay. Half the participants displayed language levels on par with similar-age peers at the word level; less than half the children obtained average performance at the sentence level. In three of these profiles, comprehension of sentences was impaired. Moreover, the age at implantation was not associated with language achievement. Findings suggest that receiving a CI between the age of 1 and 2 years does not ensure that language abilities will be within normal limits after up to 6 years of experience with the implant.

A (Not So) Modest Proposal: Siegel, L. M. (2008). The Human Right to Language: Communication Access for Deaf Children. Washington, DC: Gallaudet University Press. 164 pages. Hardcover. $49.95.

Siegel, P. — 2009-05-18

Auditory, Visual, and Auditory-Visual Perception of Emotions by Individuals With Cochlear Implants, Hearing Aids, and Normal Hearing

Most, T., Aviner, C. — 2009-04-27

This study evaluated the benefits of cochlear implant (CI) with regard to emotion perception of participants differing in their age of implantation, in comparison to hearing aid users and adolescents with normal hearing (NH). Emotion perception was examined by having the participants identify happiness, anger, surprise, sadness, fear, and disgust. The emotional content was placed upon the same neutral sentence. The stimuli were presented in auditory, visual, and combined auditory–visual modes. The results revealed better auditory identification by the participants with NH in comparison to all groups of participants with hearing loss (HL). No differences were found among the groups with HL in each of the 3 modes. Although auditory–visual perception was better than visual-only perception for the participants with NH, no such differentiation was found among the participants with HL. The results question the efficiency of some currently used CIs in providing the acoustic cues required to identify the speaker's emotional state.

A Clear Treat!: Lindgren, K., DeLuca, D., & Napoli, D. J. (Eds.). (2008). Signs & Voices: Deaf Culture, Identity, Language, and Arts. Washington, DC: Gallaudet University Press. 246 pages. Paperback. $80.00.

Monikowski, C. — 2009-04-10

The Implicit Nature of Access for Deaf Persons: DeLuca, D., Leigh, I., Lindgren, K., & Napoli, D. (Eds.). (2008). Access: Multiple Avenues for Deaf People. Washington, DC: Gallaudet University Press. 216 pages. Hardback. $60.00.

Cawthon, S. W. — 2009-03-03

Psychotherapy: A Guided Tour Down the Yellow Brick Road of Life: Glickman, N (2009). Cognitive-Behavioral Therapy for Deaf and Hearing Persons with Language and Learning Challenges. New York: Routledge. 420 pages. Paperback. $59.95. ISBN: 978-0-8058-6399-4.

Kritzer, K. L. — 2009-02-25

Inside the 'Lifeworlds' of Deaf Adolescents: Sheridan, M. A. (2008). Deaf Adolescents: Inner Lives and Lifeworld Development. Washington, DC: Gallaudet University Press. 244 pages. Hardcover. $55.00

Robinson, J. B. — 2009-01-09

What We Know, Do Not Know and Need To Know About Deafness and Cognition

Gaustad, M. G. — 2008-12-16

The One Book: Marschark, M. (2007). Raising and Educating a Deaf Child: A Comprehensive Guide to the Choices, Controversies, and Decisions Faced by Parents and Educators. New York: Oxford University Press. 267 pp. $35.00.

Oliva, G. A. — 2008-07-30

Making Contact Through Signed Languages: Quinto-Pozos, D. (Ed.). (2007). Sign languages in contact. In Lucas, C. (Series Ed.) Sociolinguistics in Deaf Communities, Vol. 13. Washington, DC: Gallaudet University Press. 274 pages. Hardback. $85.00.

Casey, S. — 2008-07-30

An Eye-Widening Experience: Review of: Bauman, H-Dirksen, Ed. (2008). Open Your Eyes: Deaf Studies Talking. Minneapolis, MN: University of Minnesota Press. Paper. 349 pages. $24.95

Grushkin, D. A. — 2008-07-16

Stories for the Living

Shannon, N. B. — 2008-07-09