Journal of Deaf Studies and Deaf Education - recent issues

Barely Started and Already Left Behind: A Descriptive Analysis of the Mathematics Ability Demonstrated by Young Deaf Children

Kritzer, K. L. — Thu, 03 Sep 2009 05:40:57 PDT

This study examined young deaf children's early informal/formal mathematical knowledge as measured by the Test of Early Mathematics Ability (TEMA-3). Findings from this study suggest that prior to the onset of formal schooling, young deaf children might already demonstrate evidence of academic delays. Of these 28 participants (4–6 years of age), for whom data were analyzed, none received a score on the TEMA-3, indicating above-"average" ability according to normative ranking. More than half of participants received scores substantially below average with 11 participants receiving scores a year or more behind normative age-equivalent scores. Upon more focused analysis, specific areas of difficulty were found to include word/story problems, skip counting (i.e., counting by twos, threes, etc.), number comparisons, the reading/writing of two to three digit numbers, and addition/subtraction number facts. A qualitative analysis of the answers participants gave and the behaviors they demonstrated while answering the test items was conducted and revealed possible explanations for why specific test items may have been challenging. Implications of findings for parents, early interventionists, and teachers of young deaf children are discussed.

The Design and Validation of a Parent-Report Questionnaire for Assessing the Characteristics and Quality of Early Intervention Over Time

Young, A., Gascon-Ramos, M., Campbell, M., Bamford, J. — Thu, 03 Sep 2009 05:40:57 PDT

This article concerns a parent-report repeat questionnaire to evaluate the quality of multiprofessional early intervention following early identification of deafness. It discusses the rationale for the design of the instrument, its theoretical underpinnings, its psychometric properties, and its usability. Results for the validity and reliability of the instrument are based on completion by 82 parents. The questionnaire is divided into four sections. "The description of the structure of professional services" demonstrated good face and content validity; the "content of intervention scale" yielded high internal consistency (Cronbach's = 0.88) and reliability (6-month test–retest correlations, rho = 0.88, r = .68; 12-month test–retest correlations, rho = 0.60, r = .82); the "process of intervention" scale yielded high internal consistency (Cronbach's = 0.93) and high reliability on test–retest administration (6-month test–retest correlations, r = 0.64; 12 month test–retest correlations, r = .82); and the short "overall impact" questions were answered well. The Trait Emotional Intelligence Questionnaire was used to control for influence of parental disposition on ratings of quality of intervention. Evaluating the goodness of fit between early intervention and parental priorities/values is discussed as a vital component in improving child and family outcomes.

The Role of Sign Phonology and Iconicity During Sign Processing: The Case of Deaf Children

Ormel, E., Hermans, D., Knoors, H., Verhoeven, L. — Thu, 03 Sep 2009 05:40:57 PDT

To investigate the influence of sign phonology and iconicity during sign processing in deaf children, the roles of these sign features were examined using an experimental sign–picture verification paradigm. Participants had to make decisions about sign–picture pairs, manipulated according to phonological sign features (i.e., hand shape, movement, and location) and iconic sign features (i.e., transparent depiction of meaning or not). We found that phonologically related sign pairs resulted in relatively longer response latencies and more errors whereas iconic sign pairs resulted in relatively shorter response latencies and fewer errors. The results showed that competing lexical sign candidates (neighbor signs) were activated during sign processing by deaf children. In addition, deaf children exploit the iconicity of signs during sign recognition.

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

Most, T., Aviner, C. — Thu, 03 Sep 2009 05:40:57 PDT

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.

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. — Thu, 03 Sep 2009 05:40:57 PDT

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.

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

Hadjikakou, K., Christodoulou, D., Hadjidemetri, E., Konidari, M., Nicolaou, N. — Thu, 03 Sep 2009 05:40:57 PDT

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.

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. — Thu, 03 Sep 2009 05:40:57 PDT

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.

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

Gaustad, M. G. — Thu, 03 Sep 2009 05:40:57 PDT

Inside the "Lifeworlds" of Deaf Adolescents

Robinson, J. B. — Thu, 03 Sep 2009 05:40:58 PDT

Psychotherapy: A Guided Tour Down the Yellow Brick Road of Life

Kritzer, K. L. — Thu, 03 Sep 2009 05:40:58 PDT

A Clear Treat!

Monikowski, C. — Thu, 03 Sep 2009 05:40:58 PDT

Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms

Antia, S. D., Jones, P. B., Reed, S., Kreimeyer, K. H. — Wed, 10 Jun 2009 16:55:18 PDT

The study participants were 197 deaf or hard-of-hearing students with mild to profound hearing loss who attended general education classes for 2 or more hours per day. We obtained scores on standardized achievement tests of math, reading, and language/writing, and standardized teacher's ratings of academic competence annually, for 5 years, together with other demographic and communication data. Results on standardized achievement tests indicated that, over the 5-year period, 63%–79% of students scored in the average or above-average range in math, 48%–68% in reading, and 55%–76% in language/writing. The standardized test scores for the group were, on average, half an SD below hearing norms. Average student progress in each subject area was consistent with or better than that made by the norm group of hearing students, and 79%–81% of students made one or more year's progress annually. Teachers rated 69%–81% of students as average or above average in academic competence over the 5 years. The teacher's ratings also indicated that 89% of students made average or above-average progress. Students’ expressive and receptive communication, classroom participation, communication mode, and parental participation in school were significantly, but moderately, related to academic outcomes.

Toward an Equal Level of Educational Attainment Between Deaf and Hearing People in Sweden?

Rydberg, E., Gellerstedt, L. C., Danermark, B. — Wed, 10 Jun 2009 16:55:18 PDT

Various educational reforms in Sweden have resulted in a formally equivalent educational system for deaf and hearing pupils. Has this resulted in equal levels of educational attainment? This article compares 2,144 people born between 1941 and 1980 who attended a special education program for the deaf and 100,000 randomly chosen individuals from the total population born between 1941 and 1980. Data consist of registered information about the individuals in the year 2005. Results demonstrate that the deaf population has a lower level of educational attainment than the reference population. Women have a higher level of educational attainment than men, and younger people have a higher level than older people in each population. Neither sex, age category, nor immigrant background accounts for the variance in the level of educational attainment between the populations. The educational reforms have not been sufficient to reduce the unequal level of educational attainment between deaf and hearing people.

Predicting Academic Success Among Deaf College Students

Convertino, C. M., Marschark, M., Sapere, P., Sarchet, T., Zupan, M. — Wed, 10 Jun 2009 16:55:18 PDT

For both practical and theoretical reasons, educators and educational researchers seek to determine predictors of academic success for students at different levels and from different populations. Studies involving hearing students at the postsecondary level have documented significant predictors of success relating to various demographic factors, school experience, and prior academic attainment. Studies involving deaf and hard-of-hearing students have focused primarily on younger students and variables such as degree of hearing loss, use of cochlear implants, educational placement, and communication factors—although these typically are considered only one or two at a time. The present investigation utilizes data from 10 previous experiments, all using the same paradigm, in an attempt to discern significant predictors of readiness for college (utilizing college entrance examination scores) and classroom learning at the college level (utilizing scores from tests in simulated classrooms). Academic preparation was a clear and consistent predictor in both domains, but the audiological and communication variables examined were not. Communication variables that were significant reflected benefits of language flexibility over skills in either spoken language or American Sign Language.

The Nature and Efficiency of the Word Reading Strategies of Orally Raised Deaf Students

Miller, P. — Wed, 10 Jun 2009 16:55:19 PDT

The main objective of this study was to unveil similarities and differences in the word reading strategies of orally raised individuals with prelingual deafness and hearing individuals. Relevant data were gathered by a computerized research paradigm asking participants to make rapid same/different judgments for words. There were three distinct study conditions: (a) a visual condition manipulating the visual–perceptional properties of the target word pairs, (b) a phonological condition manipulating their phonological properties, and (c) a control condition. Participants were 31 high school and postgraduate students with prelingual deafness and 59 hearing students (the control group). Analysis of response latencies and accuracy in the three study conditions suggests that the word reading strategies the groups relied upon to process the stimulus materials were of the same nature. Evidence further suggests that prelingual deafness does not undermine the efficiency with which readers use these strategies. To gain a broader understanding of the obtained evidence, participants’ performance in the word processing experiment was correlated with their phonemic awareness—the hypothesized hallmark of proficient word reading—and their reading comprehension skills. Findings are discussed with reference to a reading theory that assigns phonology a central role in proficient word reading.

Suprasegmental Characteristics of Speech Produced during Simultaneous Communication by Inexperienced Signers

Wed, 10 Jun 2009 16:55:19 PDT

This study investigated suprasegmental variables of syllable stress and intonation contours in contextual speech produced during simultaneous communication (SC) by inexperienced signers. Ten hearing inexperienced sign language users were recorded under SC and speech-alone (SA) conditions speaking a set of sentences containing stressed versus unstressed versions of the same syllables and a set of sentences containing interrogative versus declarative versions of the same words. Results indicated longer sentence durations for SC than SA for all speech materials. Vowel duration and fundamental frequency differences between stressed and unstressed syllables as well as intonation contour differences between declarative and interrogative sentences were essentially the same in both SC and SA conditions. The conclusion that prosodic rules were not violated by inexperienced signers in SC is consistent with previous research indicating that temporal alterations produced during SC do not involve degradation of other temporal or spectral characteristics of English speech.

Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry

Geers, A. E., Moog, J. S., Biedenstein, J., Brenner, C., Hayes, H. — Wed, 10 Jun 2009 16:55:19 PDT

This study investigated three questions: Is it realistic to expect age-appropriate spoken language skills in children with cochlear implants (CIs) who received auditory–oral intervention during the preschool years? What characteristics predict successful spoken language development in this population? Are children with CIs more proficient in some areas of language than others? We analyzed language skills of 153 children with CIs as measured by standardized tests. These children (mean age = 5 years and 10 months) attended programs in the United States (N = 39) that used an auditory–oral educational approach. Age-appropriate scores were observed in 50% of the children on measures of receptive vocabulary, 58% on expressive vocabulary, 46% on verbal intelligence, 47% on receptive language, and 39% on expressive language. Regression analysis indicated that, after controlling for the effects of nonverbal intelligence and parent education level, children who received their implants at young ages had higher scores on all language tests than children who were older at implantation. On average, children with CIs performed better on certain language measures than others, indicating that some areas of language may be more difficult for these children to master than others. Implications for educators of deaf children with CIs are discussed.

Telehealth and the Deaf: A Comparison Study

Wilson, J. A. B., Wells, M. G. — Wed, 10 Jun 2009 16:55:19 PDT

Within the deaf population, an extreme mental health professional shortage exists that may be alleviated with videoconferencing technology—also known as telehealth. Moreover, much needed mental health education within the deaf population remains largely inaccessible. Researchers have warned that the deaf population may remain underserved if significant changes do not take place with traditional service delivery methods. This article evaluated the efficacy of telehealth in teaching psychoeducational objectives, with special emphasis given to its application to the deaf population. Results indicate that telehealth can be regarded as an efficacious and cost-effective option in delivering health care to the deaf population. Participants also indicated satisfaction with the telehealth technology. The use of printed transcripts for educational purposes is encouraged given the significant findings in this article. The findings also have implications for the literature on single-session interventions.

Examining the Hearing Line

Searls, J. M. — Wed, 10 Jun 2009 16:55:19 PDT

Lend-Me 50 Dollar, Don't-Mind?

Poor, G. S. — Wed, 10 Jun 2009 16:55:19 PDT

In Their Own Words

Bowen, S. K. — Wed, 10 Jun 2009 16:55:19 PDT

The Unspoken Story

Hardy-Braz, S. — Wed, 10 Jun 2009 16:55:19 PDT

Erratum

Wed, 10 Jun 2009 16:55:19 PDT

Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis

McQuarrie, L., Parrila, R. — Mon, 16 Mar 2009 10:18:21 PDT

The sources of knowledge that individuals use to make similarity judgments between words are thought to tap underlying phonological representations. We examined the effects of perceptual similarity between stimuli on deaf childrens' ability to make judgments about the phonological similarity between words at 3 levels of linguistic structure (syllable, rhyme, and phoneme). Manipulation of stimulus contrasts (acoustic, visual/orthographic, tactile/motoric) allowed a finer-grained estimate of the sources of knowledge that deaf individuals use to make similarity judgments between words. The results showed that the ability to make syllable-, rhyme-, and phoneme-level judgments was not tied to "phonological" facilitation when these conditions are contrasted. These findings are inconsistent with long-held assumptions of "functional" equivalence between "heard" and "seen" speech in the development of phonological representations in deaf learners. We argue that previous studies reporting evidence for phonological effects in similarity judgments have failed to sufficiently control for alternative sources of sensory information, namely, visual and tactile/motoric.

Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Exploratory Mixed-Methods Analysis of Portfolio, Checklists, and Out-of-Level Test Formats

Cawthon, S. W., Wurtz, K. A. — Mon, 16 Mar 2009 10:18:21 PDT

The purpose of this paper is to present findings on alternate assessments for students who are deaf or hard of hearing (SDHH). Drawn from the results of the "Second National Survey of Assessments and Accommodations for Students Who Are Deaf or Hard of Hearing," this study investigated three alternate assessment formats: portfolio, checklists, and out-of-level testing. Analysis includes descriptive data of alternate assessment use across all three formats, qualitative analyses of teacher perspectives, and an exploratory logistic regression analysis on predictors of alternate assessment use. This exploratory analysis looks at predictors such as state policy, educational setting, grades served, language of instruction, and participant perspectives. Results indicate that predictors at the student, teacher, and system level may influence alternate assessment use for SDHH.

Computer-Based Exercises for Learning to Read and Spell by Deaf Children

Reitsma, P. — Mon, 16 Mar 2009 10:18:21 PDT

There is a surprising lack of systematic research evaluating the effects of reading exercises for young deaf children. Therefore, for this article, two computer-based exercises were developed and learning effects were determined by posttests. One (spelling oriented) exercise was to select the correct word among three orthographically similar alternatives that corresponds to a drawing or a sign (digital video). The other (meaning oriented) exercise was to select the correct sign or picture among three alternatives that corresponds to a written word. Eleven deaf Dutch children with a mean age of 7 years 10 months participated in the study. A first question was whether in single-word exercises the meaning or the spelling of a word should be emphasized. A second question was whether there was any effect of using drawings or signs to refer to the meaning of the word. The results reveal that emphasizing the word spelling is most effective for learning to read for deaf children and the findings also suggest that drawings are more efficient in the current exercises.

Visual Input Enhancement via Essay Coding Results in Deaf Learners' Long-Term Retention of Improved English Grammatical Knowledge

Berent, G. P., Kelly, R. R., Schmitz, K. L., Kenney, P. — Mon, 16 Mar 2009 10:18:21 PDT

This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period. Essay enhancement served to highlight, via a coding procedure, students' successful and unsuccessful production of discourse-required target grammatical structures. The procedure converted students' written communicative output into enhanced input for inducing noticing of grammatical form and, through essay revision, establishing form-meaning connections leading to acquisition. With its optimal design characteristics supported by theoretical and empirical research, essay enhancement is a highly effective methodology that can be easily implemented as primary or supplementary English instruction for deaf students. The results of this study hold great promise for facilitating deaf students' English language and literacy development and have broad implications for second-language research, teaching, and learning.

Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness

Sarant, J. Z., Holt, C. M., Dowell, R. C., Rickards, F. W., Blamey, P. J. — Mon, 16 Mar 2009 10:18:21 PDT

This article documented spoken language outcomes for preschool children with hearing loss and examined the relationships between language abilities and characteristics of children such as degree of hearing loss, cognitive abilities, age at entry to early intervention, and parent involvement in children's intervention programs. Participants were evaluated using a combination of the Child Development Inventory, the Peabody Picture Vocabulary Test, and the Preschool Clinical Evaluation of Language Fundamentals depending on their age at the time of assessment. Maternal education, cognitive ability, and family involvement were also measured. Over half of the children who participated in this study had poor language outcomes overall. No significant differences were found in language outcomes on any of the measures for children who were diagnosed early and those diagnosed later. Multiple regression analyses showed that family participation, degree of hearing loss, and cognitive ability significantly predicted language outcomes and together accounted for almost 60% of the variance in scores. This article highlights the importance of family participation in intervention programs to enable children to achieve optimal language outcomes. Further work may clarify the effects of early diagnosis on language outcomes for preschool children.

Theory of Mind and Language in Children With Cochlear Implants

Remmel, E., Peters, K. — Mon, 16 Mar 2009 10:18:21 PDT

Thirty children with cochlear implants (CI children), age range 3–12 years, and 30 children with normal hearing (NH children), age range 4–6 years, were tested on theory of mind and language measures. The CI children showed little to no delay on either theory of mind, relative to the NH children, or spoken language, relative to hearing norms. The CI children showed a slightly atypical sequence of acquisition of theory of mind concepts. The CI children's theory of mind performance was associated with general syntactic proficiency more than measures of complement syntax, and with time since implantation more than age at implantation. Results suggest that cochlear implantation can benefit spoken language ability, which may then benefit theory of mind, perhaps by increasing access to mental state language.

Eye Gaze During Comprehension of American Sign Language by Native and Beginning Signers

Emmorey, K., Thompson, R., Colvin, R. — Mon, 16 Mar 2009 10:18:21 PDT

An eye-tracking experiment investigated where deaf native signers (N = 9) and hearing beginning signers (N = 10) look while comprehending a short narrative and a spatial description in American Sign Language produced live by a fluent signer. Both groups fixated primarily on the signer's face (more than 80% of the time) but differed with respect to fixation location. Beginning signers fixated on or near the signer's mouth, perhaps to better perceive English mouthing, whereas native signers tended to fixate on or near the eyes. Beginning signers shifted gaze away from the signer's face more frequently than native signers, but the pattern of gaze shifts was similar for both groups. When a shift in gaze occurred, the sign narrator was almost always looking at his or her hands and was most often producing a classifier construction. We conclude that joint visual attention and attention to mouthing (for beginning signers), rather than linguistic complexity or processing load, affect gaze fixation patterns during sign language comprehension.

Correlates of Psychosocial Adjustment in Deaf Adolescents With and Without Cochlear Implants: A Preliminary Investigation

Leigh, I. W., Maxwell-McCaw, D., Bat-Chava, Y., Christiansen, J. B. — Mon, 16 Mar 2009 10:18:21 PDT

The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents’ psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings.

Deaf Children's Informal Knowledge of Multiplicative Reasoning

Nunes, T., Bryant, P., Burman, D., Bell, D., Evans, D., Hallett, D. — Mon, 16 Mar 2009 10:18:21 PDT

Multiplicative reasoning is required in different contexts in mathematics: it is necessary to understand the concept of multipart units, involved in learning place value and measurement, and also to solve multiplication and division problems. Measures of hearing children's multiplicative reasoning at school entry are reliable and specific predictors of their mathematics achievement in school. An analysis of deaf children's informal multiplicative reasoning showed that deaf children under-perform in comparison to the hearing cohorts in their first two years of school. However, a brief training study, which significantly improved their success on these problems, suggested that this may be a performance, rather than a competence difference. Thus, it is possible and desirable to promote deaf children's multiplicative reasoning when they start school so that they are provided with a more solid basis for learning mathematics.

Congenitally Deafblind Children and Cochlear Implants: Effects on Communication

Dammeyer, J. — Mon, 16 Mar 2009 10:18:21 PDT

There has been much research conducted demonstrating the positive benefits of cochlear implantation (CI) in children who are deaf. Research on CI in children who are both deaf and blind, however, is lacking. The purpose of this article is to present a study of five congenitally deafblind children who received cochlear implants between 2.2 and 4.2 years of age. Ratings of video observations were used to measure the children's early communication development with and without the use of their cochlear implants. In addition, parental interviews were used to assess the benefits parents perceived regarding their children's cochlear implants. Two examples are included in this article to illustrate the parents’ perspectives about CI in their deafblind children. Benefits of CI in this cohort of children included improved attention and emotional response as well as greater use of objects in interaction with adults. The best overall outcome of CI is not spoken language but better communication.

Language : Gesture :: Evolution : Origin: Armstrong, D. F., & Wilcox, S. E. (2007). The Gestural Origin of Language. New York: Oxford University Press. $22.95 Hardcover. ISBN: 978-0-19-516348-3.

Rosen, R. S. — Mon, 16 Mar 2009 10:18:21 PDT

"Well, It Is Complicated ...": Edwards, L. & Crocker, S. (Eds.). (2008). Psychological Processes in Deaf Children With Complex Needs: An Evidence-Based Practical Guide. London: Jessica Kingsley Publishers. 204 pages. $34.95.

Brice, P. J. — Mon, 16 Mar 2009 10:18:21 PDT

A Range of Considerations and Perspectives on Interpreting: Metzger, M. & Fleetwood, E. (Eds.). (2007). Translation, Sociolinguistic, and Consumer Issues in Interpreting. Washington, DC: Gallaudet University Press. 226 pages. Hardcover.

Madden, M. J. — Mon, 16 Mar 2009 10:18:21 PDT

An Intelligibly Expounded Journey into Signed Languages and their Origins: Fox, M. (2007). Talking Hands. What Sign Language Reveals About the Mind. New York: Simon & Schuster. 354 pages. Hardcover. $27.00.

Tellings, A. — Mon, 16 Mar 2009 10:18:21 PDT