This study is limited standardization of the "Children's Speechreading Test" designed by Dr. Dolores S. Butt of the University of New Mexico. After studying the development of language skills in young acoustically handicapped children, she randomly selected subjects from 10 nursery schools and primary departments of schools for the deaf and administered her test to these children. The purpose of the present study is to provide a limited standardization of the "Children's speechreading Test" on normal hearing children. Although Dr. Butt indicates some relation of her test to intelligence, no attempt was made in this pilot study to correlate mental ability with speechreading ability. The "children's Speechreading Test" reproduced in complete form in Appendix A, was administered to 20 normal hearing children, all of whom were in the first grade. Information in the form of raw scores was then to utilized in calculating the standard deviation and percentile scores. Information gained from administering the test was also to be utilized to predict further investigation regarding the usefulness of this test. In addition a further purpose of this pilot project was to compile the materials necessary for administration of the test for future use in the Portland State University Speech and Hearing Clinic.

Prepositions are important for the syntactical structure of the sentence and also to relate meaning, particularly meaning associated with concepts of place and time (Washington and Naremore, 1978). Expressive acquisition of function words, including prepositions, is significantly delayed in the hearing impaired population (Cooper and Rosenstein, 1966). Yet, acquisition sequence for expressive prepositions has not been determined for this population. The purpose of this study was to investigate the oral expressive acquisition of locative and directional single word prepositions in severely-to-profoundly hearing impaired children. The question this study sought to answer was: At what age levels are seventeen locative and directional single word prepositions expressively acquired by severely- to-profoundly hearing impaired children?

Indiana University-Purdue University Indianapolis (IUPUI) / The presented study contributes to growing and necessary research compilations that include the field of Deaf Education and First Year Composition. The central goal of this study is to better understand what d/Deaf students, American Sign Language interpreters, and writing instructors currently experience when working together in a mainstream writing classroom to conduct clear communication among all participants. To address the support of d/Deaf students in such environments, a review of current literature that intersects the fields of Deaf Education, Disability Studies, and Writing and Rhetoric was conducted. Then, an IRB approved general interview study was conducted with culturally Deaf students, mainstream writing educators, and a nationally certified interpreter of the Deaf. Although this research touches just the very edges of an entire situation of inquiry and discourse, it offers a starting point from which educators and researchers alike can continue to develop further analysis of communication techniques to support d/Deaf writers in the writing classroom at the college level.

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This study has been motivated by an intimate contact with the Indiana State School for the Deaf as a teacher and by a growing interest in its development. This interest was further stimulated by coming into contact with the large volume of school records which, in some cases, date back to the beginning of the school in 1843. In spite of the fact that these original source materials have been fairly well preserved, no history of the school, other than comparatively brief sketches, has been written.

Deformed Epidermal Autoregulatory Factor-1 (DEAF-1) is a transcription factor that binds TTCG motifs and has roles in fetal development, clinical depression and cancer. In order to further our understanding of the DEAF-1 protein, this study characterizes previously unidentified DEAF-1 interacting proteins and post-translational modifications of DEAF-1. A region encompassing the DNA binding domain of DEAF-1 interacts with the C-terminal Bax interacting domain of the Ku70 subunit of the DNA-PK holoenzyme. Ku70 acts as an anti-apoptotic protein through C-terminal domain and so DEAF-1 was assessed for its ability to influence apoptosis after various stimuli. DEAF-1 acted as a pro-apoptotic protein after intrinsic stimuli. Apoptotic activities occurred through a nuclear, DNA independent mechanism and a mutation that eliminated Ku70 interactions also inhibited DEAF-1 pro-apoptotic activities. Analysis of mammalian purified DEAF-1 indicated a number of phosphorylation sites and also a methylated arginine residue. Various assays were performed on mutated forms of DEAF-1 to determine the significance of the modified sites on DEAF-1 functions and properties. Lysine mutation of the methylated arginine site appeared to augment protein-protein interactions with itself and also Ku70. Alanine mutations at three of the identified phosphorylation sites increased DEAF-1 pro-apoptotic activities. In vitro kinase assays identified CDK5 as potential kinase that can phosphorylate DEAF-1. These studies provide new insight into potential functions, properties, and regulation of DEAF-1.