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JournalISSN: 1081-4159

Journal of Deaf Studies and Deaf Education 

Oxford University Press
About: Journal of Deaf Studies and Deaf Education is an academic journal published by Oxford University Press. The journal publishes majorly in the area(s): Hearing loss & Sign language. It has an ISSN identifier of 1081-4159. Over the lifetime, 1018 publications have been published receiving 38895 citations. The journal is also known as: JDSDE.


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Journal ArticleDOI
TL;DR: This truly revolutionary paper has been reprinted at least twice, in revised and original versions, since its initial release in 1960, and now, five years after Bill's death, it is good to see it once again brought before the general public.
Abstract: It is approaching a half century since Bill Stokoe published his revolutionary monograph, Sign Language Structure: An Outline of the Visual Communication Systems of the American Deaf It is rare for a work of innovative scholarship to spark a social as well as an intellectual revolution, but that is just what Stokoe's 1960 paper did. And it is indicative both of Stokoe's genius and of his commitment that he did not simply publish his groundbreaking work and then sit back to watch the revolutions unfold. He actively promoted important changes in at least three areas of social and intellectual life. First, and perhaps most important, his work, that was ultimately generally accepted as showing the signing of deaf people to be linguistic, supported significant changes in the way deaf children are educated around the globe. Second, his work led to a general rethinking of what is fundamental about human language; and, third, it helped to reenergize the moribund field of language origin studies. This truly revolutionary paper has been reprinted at least twice, in revised and original versions, since its initial release in 1960, and now, five years after Bill's death, it is good to see it once again brought before the general public.

937 citations

Journal ArticleDOI
TL;DR: A rich context of information is presented for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students.
Abstract: This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students The publisher's Performance Standards provide a context of expectations for hearing students as determined by a panel of experts The Gallaudet Research Institute's norming of the test on a national sample of deaf and hard-of-hearing students provides a context of test performance by this special population A smaller subsample of the deaf and hard-of-hearing students who take the same test levels as hearing students provides an additional reference group with respect to the Performance Standards Information from these sources is brought together into two graphical contexts to address these questions: Can the normative data from the publisher's national standardization of the test with hearing students, and the normative data from the GRI's national norming of the test with deaf and hard-of-hearing students provide a useful context for the interpretation of individual test scores? Can they provide a useful way to examine achievement of groups of students? Can the new Performance Standards defined by the test publisher offer a useful context for test score interpretation for high-achieving deaf and hard-of-hearing students?

742 citations

Journal ArticleDOI
TL;DR: Regression analysis indicated that children who received their implants at young ages had higher scores on all language tests than children who were older at implantation, indicating that some areas of language may be more difficult for these children to master than others.
Abstract: We are grateful to the following oral programs across the United States that identified participants and either submitted test results or facilitated our conducting the necessary testing: Auditory/Oral School of New York (Brooklyn, NY), Beth Israel Medical Center (New York, NY), Bolesta Center (Tampa, FL), Bucks County Intermediate Unit #22, Hearing Support Program (Doylestown, PA), Buffalo Hearing and Speech Center (Buffalo, NY), Concord Area Special Education Collaborative Speech, Hearing, Language Impaired Program (Concord, MA), Children's Choice for Hearing and Talking, CCHAT Center (Sacramento, CA), Charlotte Eye, Ear, Nose and Throat Associates (Charlotte, NC), Child's Voice (Chicago, IL), Central Institute for the Deaf (St. Louis, MO), Clarke School East (Canton, MA), Clarke Jacksonville Auditory/Oral Center (Jacksonville, FL), The Clarke School for the Deaf (Northampton, MA), Clarke Pennsylvania Auditory/Oral Center (Bryn Mawr, PA), DePaul School for Hearing and Speech (Pittsburgh, PA), Desert Voices Oral Learning Center (Phoenix, AZ), Echo Horizon School (Culver City, CA), HEAR in New Hampshire (Hooksett, NH), Hearing Impaired Program (HIP) of Bergen County Special Services (Midland Park, NJ), John Tracy Clinic (Los Angeles, CA), June A. Reynolds, Inc., Auditory-Verbal Inclusion Program for Hearing Impaired Children (Beverly, MA), Jean Weingarten Peninsula Oral School for the Deaf (Redwood City, CA), Listen and Learn (San Jose, CA), Listen and Talk (Seattle, WA), Magnolia Speech School (Jackson, MS), Moog Center for Deaf Education (St. Louis, MO), The Moog School (Columbia, MO), Northern Voices (Roseville, MN), Ohio Valley Voices (Loveland, OH), Omaha Hearing School (Omaha, NE), Oralingua School for the Hearing Impaired (Whittier, CA), Orange County Auditory―Oral Program for the Hearing Impaired (Orlando, FL), St. Joseph's Institute for the Deaf (St. Louis, MO), St. Joseph's Institute for the Deaf at Carle (Urbana, IL), St. Joseph's Institute for the Deaf (Kansas City, KS), Summit Speech School (New Providence, NJ), Sunshine Cottage School for Deaf Children (San Antonio, TX), Tucker Maxon Oral School (Portland, OR), The Hearing Impaired Program of the School District of Waukesha (Waukesha, WI). We also thank the parents who granted permission for their child's results to be included in this database. Statistical analyses were conducted by Dr. Michael J. Strube, Psychology Department, Washington University (St. Louis, MO). These data were presented in April 2007 at the 11th Cochlear Implant Conference (Charlotte, NC). No conflicts of interest were reported. Correspondence should be sent to Ann Geers, 167 Rocky Knob Road, Clyde, NC 28721 (e-mail: ageers@earthlink.net).

370 citations

Journal ArticleDOI
TL;DR: Language development is positively and significantly affected by the age of identification of the hearing loss and age of initiation into intervention services, and both speech development and social-emotional variables are highly related to language development.
Abstract: This article summarizes the research findings from a longitudinal study of the language, speech, and social-emotional development of children who are deaf and hard of hearing, all of whom have hearing parents. This series of studies, from 1994 to the present, investigated predictors of successful developmental outcomes. The article provides information about how the findings of these studies relate to the existing literature. A description of the Colorado Home Intervention Program (CHIP) in which the participants were enrolled is also provided. During the course of these investigations, universal newborn hearing screening programs were established in Colorado, changing the age of identification of hearing loss and initiation into intervention in this program geared to families with infants and toddlers, birth through three years of age, from an average of 20 months of age to 2 months of age. Language development is positively and significantly affected by the age of identification of the hearing loss and age of initiation into intervention services. Both speech development and social-emotional variables are highly related to language development.

364 citations

Journal ArticleDOI
TL;DR: This study will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, and analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field.
Abstract: The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for this special student population still require extensive scrutiny. Recent shifts in educational policy environment, which require that schools enable all children to achieve proficiency through accountability testing, warrants a close examination of the adequacy and relevance of the current large-scale testing of deaf and hard-of-hearing students. This study has three objectives: (a) it will summarize the historical data over the last three decades to indicate trends in academic achievement for this special population, (b) it will analyze the current federal laws and regulations related to educational testing and special education, thereby identifying gaps between policy and practice in the field, especially identifying the limitations of current testing programs in assessing what deaf and hard-of-hearing students know, and (c) it will offer some insights and suggestions for future testing programs for deaf and hard-of-hearing students.

321 citations

Performance
Metrics
No. of papers from the Journal in previous years
YearPapers
202324
202260
202155
202041
201941
201841