Despite the fact that children’s word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH)... more
Despite the fact that children’s word reading and spelling skills are crucial for developing text-level comprehension and composition, little is known about what teachers do in classrooms to promote deaf and hard-of-hearing (DHH) students’ learning of word reading and spelling. This observational study examined strategies teachers of DHH students used when teaching word reading and spelling to DHH students who used spoken English. One day of language arts instruction in 23 kindergartens through second-grade classrooms was observed. Teachers’ word-level instruction was coded. Results indicated that teachers spent substantially more time on word-level instruction during decoding and encoding contexts than they did during text reading and writing contexts. In addition, differences were found in teachers’ use of strategies depending on the instructional contexts. Teachers utilized phonological strategies considerably more frequently than any other strategy in their word-level instruction.
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ED408781 - Antecedents of Language Competence and Social-Emotional Adjustment of Young Deaf Children. Final Report.
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Studies have shown the benefits of fingerspelling on literacy skills in school-age deaf and hard-of-hearing students. This study is an observation of 20 first- and second-grade classrooms. The classroom observations were coded for... more
Studies have shown the benefits of fingerspelling on literacy skills in school-age deaf and hard-of-hearing students. This study is an observation of 20 first- and second-grade classrooms. The classroom observations were coded for fingerspelling event frequency, type, length, and whether it was chained to print. The observations showed that teachers used an average of 54 fingerspelled events during 40-min lessons. Teachers’ frequency of fingerspelling was positively related to students’ frequency of fingerspelling. The types of words fingerspelled included Vocabulary (nouns, verbs, adjectives, and adverbs), Function (prepositions, articles, and conjunctions), Abbreviations, and Single Letter Names (i.e., manual alphabet). Teachers most frequently fingerspelled Vocabulary words (57.9%, SD = 22.1%) followed by Function words (15%, SD = 11.2%). The average length of Vocabulary and Function words were 4.2 (SD = 0.7) and 2.9 (SD = 1.1) letters, respectively. Teachers chained fingerspelli...
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In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age. Compared to hearing children, deaf children were severely... more
In the present longitudinal study, 20 deaf and 20 hearing children were observed during free play with their hearing mothers when the children were 22 months and 3 years of age. Compared to hearing children, deaf children were severely language delayed, with deaf 3-year-olds using less language (speech or sign) than hearing 22-month-olds. Deaf children communicated primarily through nonlinguistic vocalizations, with increasing use of gesture from 22 months to 3 years of age. Although mothers of deaf children used more visual communication than mothers of hearing children, they still primarily communicated through speech. In addition, deaf children did not visually attend to much of their mothers' communication. Therefore, deaf children received much less communication than hearing children. These results suggest that intervention efforts should be focused on increasing the quantity of perceived linguistic input by the child.
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Purpose This study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth... more
Purpose This study evaluated psychometric properties of 2 phonological awareness (PA) tests normed for hearing children when used with deaf and hard-of-hearing (DHH) children with functional hearing. It also provides an in-depth description of these children's PA. Method One hundred and eight DHH children (mean age = 63.3 months) with cochlear implants or hearing aids were assessed in the fall and spring of the school year. Sixty-three percent communicated only with spoken language; 37% communicated with both sign and speech. Examiners administered PA subtests from the Phonological Awareness Test—2 and the Test of Preschool Early Literacy, along with assessments of speech perception and early literacy. Results Item analyses indicated that both tests showed good psychometric properties (e.g., high item discriminations and internal consistencies). DHH children scored higher on subtests and items that measured words, rhymes, and syllables than those that assessed phonemes. Although...
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... 'All correspondence should be addressed to Amy Lederberg, Department ... was grammatically less complex, contained shorter utterances (Buium, Rynders, & Turnure, 1974), and contained more ques-tions for which the mothers knew... more
... 'All correspondence should be addressed to Amy Lederberg, Department ... was grammatically less complex, contained shorter utterances (Buium, Rynders, & Turnure, 1974), and contained more ques-tions for which the mothers knew the answers (Kogan, Wimberger, & Bobbitt ...
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ABSTRACT The struggle to get weak students to use learning support services plagues virtually all retention programs. This study presents a cost-effec-tive form of supplemental instruction (SI), in the form of on-line tutorials,... more
ABSTRACT The struggle to get weak students to use learning support services plagues virtually all retention programs. This study presents a cost-effec-tive form of supplemental instruction (SI), in the form of on-line tutorials, ultra-short digital instruction suitable for high enrollment courses, designed to engage underprepared or poorly motivated students pass their required courses. Participation among the low achievers was 39.3%, improving their exam scores about a half a letter grade over non-users and students in control sections, even without giving course credit for using the SI resource. Surveys reveal what aspects of the tutorials were most effective and valued.
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In the present study, 41 hearing impaired and 41 hearing toddlers together with their hearing mothers were observed in Ainsworth's Strange Situation and during free play. Both security of attachment and ratings of maternal and... more
In the present study, 41 hearing impaired and 41 hearing toddlers together with their hearing mothers were observed in Ainsworth's Strange Situation and during free play. Both security of attachment and ratings of maternal and toddler behavior during free play were remarkably similar for the hearing impaired and hearing dyads. In addition, security of attachment was related to the ratings of maternal and toddler behavior in a similar way for the hearing impaired and hearing toddlers. The results suggest that development of a secure attachment and maintaining a good mother-toddler relationship does not depend on normal language development during the toddler years.
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Research Interests: Psychology, Cognitive Science, Sign Language, Language Acquisition, Child Development, and 15 moreWord Learning, Medicine, Humans, Child, Cognitive Mapping, Female, Male, Follow-up studies, Context Effect, Deafness, Longitudinal Studies, Vocabulary development, Verbal Learning, Child preschool, and Language Development Disorders
ED262870 - Stable and Unstable Friendships: An Observational Study of Hearing and Deaf Preschoolers.
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Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful... more
Bilingual education programs for deaf children have long asserted that American Sign Language (ASL) is a better language of instruction English-like signing because ASL is a natural language. However, English-like signing may be a useful bridge to reading English. In the present study, we tested 32 deaf children between third and sixth grade to assess their capacity to use ASL or English-like signing in nine different languages and reading tasks. Our results found that there was no significant difference in the deaf children's ability to comprehend narratives in ASL compared to when they are told in English-like signing. Additionally, language abilities in ASL and English-like signing were strongly related to each other and to reading. Reading was also strongly related to fingerspelling. Our results suggest that there may be a role in literacy instruction for English-like signing as a supplement to ASL in deaf bilingual schools.
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Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the... more
Data from a growing number of research studies indicate that children with hearing loss are delayed in Theory of Mind (ToM) development when compared to their typically developing, hearing peers. While other researchers have studied the developmental trajectories of ToM in school-age students who are deaf, a limited number have addressed the need for interventions for this population. The present study extends the current research on ToM interventions to the Prekindergarten and Kindergarten levels. This study used a single-case multiple baseline design to examine the effects of a ToM intervention on participants' false belief understanding as well as outcomes on a near generalization measure and a far generalization measure. A ToM thought bubble intervention (i.e., a visual representation of what people are thinking) developed by Wellman and Peterson (2013 Deafness, thought bubbles, and theory-of-mind development. Developmental Psychology, 49, 2357-2367) was modified in key area...
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The purpose of this article is to inform researchers and practitioners about potential challenges in the selection, administration, and interpretation of results of measures of vocabulary assessment when working with deaf and... more
The purpose of this article is to inform researchers and practitioners about potential challenges in the selection, administration, and interpretation of results of measures of vocabulary assessment when working with deaf and hard-of-hearing children. This article reviews methods that can be used to assess vocabulary of children through the age of 5 years, including naturalistic observation, parent report measures, and standardized vocabulary tests. The authors also describe procedures to assess word-learning processes available to children to facilitate vocabulary acquisition. General cautions regarding the use of assessment tools with deaf and hard-of-hearing children are reviewed, as well as cautions for specific assessment measures. Finally, based on available research, suggestions are offered regarding what each assessment test can tell us about deaf and hard-of-hearing children's vocabulary development.
Research Interests: Psychology, Education, Language Acquisition, Deaf studies, Early Childhood Education, and 12 moreLanguage Development, Word Learning, Medicine, Primary Education, Evaluation methods, Language Culture and Communication, Hearing Loss, Language proficiency, Young Children, Vocabulary development, Deaf Studies, and Assessment Tool
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Page 135. Critical periods in the acquisition of lexical skills Evidence from deaf individuals Amy R. Lederberg and Patricia E. Spencer i. Introduction The speed with which young children acquire language is one of the most re-markable... more
Page 135. Critical periods in the acquisition of lexical skills Evidence from deaf individuals Amy R. Lederberg and Patricia E. Spencer i. Introduction The speed with which young children acquire language is one of the most re-markable feats of early childhood. ...
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The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH... more
The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A "business as usual" comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children's hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly ...
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As student learning outcomes and retention receive more attention in higher education, failure rates in principles of accounting courses, gate-keeper courses for business majors, are coming under scrutiny. This study shows promising... more
As student learning outcomes and retention receive more attention in higher education, failure rates in principles of accounting courses, gate-keeper courses for business majors, are coming under scrutiny. This study shows promising results from use of a learning innovation, ultra-short online videos, for addressing three common reasons for poor performance: intimidating class environments, low aptitude, and low motivation. For students at all achievement levels, tutorial use rates were above 60 percent, even though there was no course credit for viewing them. Students using the tutorials had significantly lower course drop rates and better pass rates. Tutorial use was correlated with higher exam scores, although the effect was moderate. Based on analysis of the two-year periods before and after implementation, the use of tutorials was correlated with higher course grades. Tutorial use remained at high levels two years after implementation even without instructors encouraging studen...
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Page 1. Educational Psychology Vol. 29, No. 2, March 2009, 239266 ISSN 0144-3410 print/ISSN 1469-5820 online © 2009 Taylor & Francis DOI: 10.1080/01443410802708903 http://www.informaworld.com A structural model ...
Research Interests: Psychology, Cognitive Science, Mathematics, Algebra, Educational Psychology, and 15 moreWorking Memory, Higher Order Thinking, Mathematical Cognition, Computation, Structural Equation Modelling, Spatial ability, College Students, Structural equation models, Academic achievement, Arithmetic, Comparative Analysis, Cognitive Ability, Short Term Memory, Structural model, and Higher order
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The purpose of this study was to broaden our knowledge of the deaf child's social environment by providing a detailed description of the interactions between deaf children and women who were without experience or training with... more
The purpose of this study was to broaden our knowledge of the deaf child's social environment by providing a detailed description of the interactions between deaf children and women who were without experience or training with deaf people. 15 mothers interacted in a play situation with an unfamiliar deaf 5-year-old, an unfamiliar hearing 2-year-old, and an unfamiliar hearing 4 1/2-year-old. The women adapted their communication to the needs of the deaf children in several ways. The women used more visual communicative devices, touches, and simpler speech when communicating to the deaf children than when communicating to the hearing children. Despite these modifications, the women's initiations to the deaf children were only successful 46% of the time. In contrast, the women's initiations to the hearing children were successful more than 69% of the time. The women compensated for their low rate of success with the deaf children by initiating interactions more often to the deaf children than to the hearing children. As a result, the women and deaf children interacted as frequently as the women and hearing children. However, because the women and deaf children had considerable trouble maintaining their interactions for any length of time, they spent half as much time interacting as did the women and hearing children. Some reasons for this interactional pattern are presented. In addition, the implications of the results for the nature of " Motherese " are discussed.
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Page 1. Educational Psychology Vol. 29, No. 2, March 2009, 239266 ISSN 0144-3410 print/ISSN 1469-5820 online © 2009 Taylor & Francis DOI: 10.1080/01443410802708903 http://www.informaworld.com A structural model ...