The development of children’s language skills during the preschool years plays a crucial role in subsequent reading and school success. Some children may enter kindergarten with oral language skills that lag behind their peers’. Two such groups are children from low-socioeconomic status (SES) families and those who are deaf or hard of hearing (DHH). Study 1 considered parents’ linguistic input during interactions with their Head Start pre-kindergarten children in two conversational contexts. The first, shared storybook reading, has featured prominently in early language interventions but proven less efficacious among low-SES samples. The second, shared reminiscing, offers a theoretically promising setting in which to promote child vocabulary skills but lacks empirical support. This study examined features of parental language known to relate to children’s vocabulary, including parents’ quantity of speech, lexical diversity, syntactic complexity, and intent to elicit child language. Parents’ and children’s expressive vocabulary knowledge was also considered. Forty parent-child dyads’ conversations during storybook reading and shared reminiscing were audiorecorded, transcribed, analyzed, and coded. Paired t-tests revealed that, while parents talked more during book reading, they used greater levels of syntactic complexity and language-eliciting talk during shared reminiscing. Parents’ own vocabulary knowledge was related to their children’s but not to linguistic input in either context. Study 2 considered the oral narrative skills of DHH preschoolers relative to language-matched hearing children. School-age DHH children often experience delays in the development of narrative skills compared to their hearing peers. Little is known about the narrative abilities of DHH children during the preschool years. This study examined 46 DHH and 58 vocabulary-matched hearing preschoolers’ overall language production, lexical diversity, syntactic complexity, and narrative comprehension skills. DHH children produced a similar number of words and demonstrated similar levels of narrative understanding compared to their hearing peers. However, DHH children’s narratives contained significantly less complex syntax. Gains in lexical diversity differed by group, with DHH children demonstrating less growth over the course of the school year despite making more gains on a standardized measure of vocabulary. Implications for instruction, assessment, and future research are discussed for both low-SES and DHH children.

The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorporated the use of question-answer relationships and text connections; the instructional method incorporated the use of direct instruction, various levels of supported practice, and think-alouds. The effect of the intervention on the number of details D/HH students retold following oral reading was examined using a multiple baseline design. Frequency data were collected for behaviors that detracted from (i.e., non-strategic) and promoted (i.e., strategic) comprehension during and immediately following oral reading. Results showed (a) increases in strategic reading behavior for Students A, B, and C; (b) decreases in non-strategic reading behavior for Students A and B; and (c) increases in reading comprehension for Student A, and possibly for Student B. The study adds to the limited reading intervention research in education of D/HH students. Instruction in metacognitive strategies to increase strategy use during reading may be an effective means by which to increase reading comprehension for D/HH students. Teachers not only maintained use of the strategy with the students who participated in the study, but also introduced it to other students with whom they worked. Social validity data provided by the teachers and the students indicated high acceptability of the intervention. Limitations and implications for future research and practice are discussed.

This study was an investigation of the relationship between rapid automatized naming (RAN) and reading in a sample of deaf and hard of hearing (DHH) students who use American Sign Language (ASL). Thirty DHH students, 10 to 18 years old, were given a series of assessments including measures of RAN, reading decoding, reading fluency, reading comprehension, expressive vocabulary, receptive vocabulary, and visual-motor integration. Significant correlations were found between RAN colors and reading decoding; RAN colors and reading comprehension; and RAN colors, numbers, and letters and reading fluency. A significant difference was found between symbolic (letters, numbers) and non-symbolic (objects, colors) RAN in this sample, with better performance noted on tasks of symbolic RAN. Hierarchical regression models were created for each type of RAN. Each model as a whole was significant. The proposed model for RAN objects accounted for 26.6% of the variance in RAN performance. The model for RAN colors accounted for 54.1% of the variance in RAN performance. The proposed model for RAN numbers accounted for 53% of the variance in RAN. The model for RAN letters accounted for 32.6% of the variance in RAN. Across all models, reading fluency and vocabulary were unique and statistically significant contributors in the model predicting RAN. Visual-motor integration performance was not a unique contributor to the model.

This study explores Saudi educators’ (teachers’ and administrators’) perceptions of and attitudes to Deaf and hard of hearing (DHH) inclusion in Jeddah, Saudi Arabia in two phases. Data were collected in sequential quantitative and qualitative phases. A questionnaire was first administered to 120 teachers and administrators in direct contact with DHH students, giving a broad picture of the themes under investigation in phase 1. Attitudes were examined in terms of three components: their beliefs, emotions and behaviour. This phase investigated the influence on educators’ beliefs and attitudes of these factors: type of D/deafness, length of experience, teachers’ qualifications, stage/grade of education, type of school and in-service training. In phase 2, understanding of educators’ attitudes was deepened by conducting semi-structured interviews with a purposeful sample of five teachers and six administrators of diverse experience, covering five themes: the DHH concept, the inclusion concept, the inclusion process and requirements, barriers to DHH inclusion and changes needed to promote it. The first phase revealed positive attitudes towards hard of hearing inclusion but not with regard to Deaf students, a distinction confirmed by the qualitative findings. The Al-Amal Institute for the Deaf was considered the best educational alternative for Deaf students. Relatively negative attitudes towards Deaf inclusion were related to various factors, especially lack of professional training and expertise in cued sign language, inadequate resources in mainstream schools and poor preparation for receiving DHH students. Participants considered integration to be a matter of equal (part-time) access to the nearest possible local school, but not inclusion as an issue of school restructuring, full participation and active social and academic engagement. Regarding barriers and change, participants were more concerned about the lack of professional training, overreliance on individual donations rather than the local authority to fund and support teaching aids, the absence of strict procedures regarding student referral and teacher transfer from general to DHH education. It was felt that there should be more rigorous diagnosis and differentiation of the national curriculum in order for mainstream schools to be more DHH-friendly. I have discussed the contributions, implications, strengths and limitations of the study. It was concluded that the progressive perspective of inclusion in terms of school restructuring, respect, welcoming, participation and belonging is a far-reaching objective in the Saudi context.

O som no cinema gera expectativas, guia o espectador através das imagens e molda a recepção das cenas (BORDWELL; THOMPSON, 2008). Para que o espectador surdo ou ensurdecido tenha acesso a esse input ao assistir a uma produção audiovisual, a legenda para surdos e ensurdecidos (LSE) traduz os efeitos sonoros dos filmes (ARAÚJO, 2004). Em busca de um modelo de LSE que supra as necessidades do público alvo, foi realizada uma pesquisa com 34 surdos brasileiros (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). Os resultados sugeriram que as traduções existentes analisadas de efeitos sonoros confundiam o espectador ou não acrescentavam informações relevantes. Levando em consideração a importância do som no cinema, realizou-se uma pesquisa para observar como essas traduções ocorriam em três filmes brasileiros comercializados em DVD (NASCIMENTO, 2013). Os resultados mostraram que a maioria dos efeitos sonoros encontrados nos filmes da pesquisa foram legendados sem uma preocupação aparente de ligar o som à sua significação na trama. Assim, com o propósito de auxiliar os legendistas nessas traduções, esta pesquisa tem como objetivo principal convencionar legendas para efeitos sonoros, além de estabelecer algumas diretrizes para a tarefa de traduzir sons em palavras. Acredita-se, ainda, que o processo de padronização das legendas também tornaria mais acessível as legendas em língua portuguesa para o público-alvo, pois unidades convencionadas são lidas de forma mais rápida (WOOD, 2015). Para isso, foi coletado um corpus comparável que foi analisado com o auxílio do software WordSmith Tools. Para facilitar as análises com o software, as legendas dos filmes foram etiquetadas a partir de categorias de proveniência do som. Para os ruídos, apresentamse as seguintes etiquetas: sons produzidos pelo homem, sons produzidos por objeto, sons produzidos por animais, sons produzidos pela natureza, sons ficcionais e silêncio. Para as músicas, as etiquetas são: música de fosso e música de tela. Essas etiquetas foram utilizadas como nódulos de busca e possibilitaram encontrar relevantes dados numéricos, tais como as categorias mais frequentemente legendadas no corpus: sons produzidos pelo homem e música de fosso. Portanto, esses são os sons cujas traduções foram convencionadas nessa pesquisa. / The sound in the cinema creates expectations, guides the spectator through images, and shapes the reception of scenes (BORDWELL; THOMPSON, 2008). So that deaf and hard of hearing public may have access to this input when watching an audiovisual production, the subtitle for the deaf and hard of hearing (SDH) translates the movies sound effects (ARAÚJO, 2004). In search for a SDH model that meets the spectators needs, a research has been conducted with 34 Brazilians deaf subjects (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). The results suggested that the existent sound effects translations would mislead the spectator or would not contribute with relevant information. Taking into account the importance of the sound in the cinema, another research has been conduct in order to analyze how translations of sound effect were made in three commercialized DVDs in Brazil (NASCIMENTO, 2013). The results showed that most sound effects in the films were translated without connecting them to their meanings within the movie plot. Thus, in order to help translators with these translations, this researchs main objective is to conventionalize sound effects subtitles and stablish some guidelines to the sound into words task. Furthermore, it is believed that conventionalizing subtitles could render them more accessible as conventionalized units are read faster than non-conventionalized (WOOD, 2015). Therefore, a comparable corpus was collected and analyzed by means of WordSmith Tools software. In order to render the analysis simpler, the corpus was tagged following categories defined by the sound provenience. The following tags were applied to noise: sound produced by men, sound produced by objects, sound produced by nature, sound produced by animals, fictional sounds and silence. To music, the tags were background music and screen music. These tags were used as search words and rendered possible find relevant data, such as the most frequently translated categories within the corpus, which are: sounds produced by men and background music. Therefore, these are the sound categories whose translations were conventionalized in this research.

O som no cinema gera expectativas, guia o espectador através das imagens e molda a recepção das cenas (BORDWELL; THOMPSON, 2008). Para que o espectador surdo ou ensurdecido tenha acesso a esse input ao assistir a uma produção audiovisual, a legenda para surdos e ensurdecidos (LSE) traduz os efeitos sonoros dos filmes (ARAÚJO, 2004). Em busca de um modelo de LSE que supra as necessidades do público alvo, foi realizada uma pesquisa com 34 surdos brasileiros (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). Os resultados sugeriram que as traduções existentes analisadas de efeitos sonoros confundiam o espectador ou não acrescentavam informações relevantes. Levando em consideração a importância do som no cinema, realizou-se uma pesquisa para observar como essas traduções ocorriam em três filmes brasileiros comercializados em DVD (NASCIMENTO, 2013). Os resultados mostraram que a maioria dos efeitos sonoros encontrados nos filmes da pesquisa foram legendados sem uma preocupação aparente de ligar o som à sua significação na trama. Assim, com o propósito de auxiliar os legendistas nessas traduções, esta pesquisa tem como objetivo principal convencionar legendas para efeitos sonoros, além de estabelecer algumas diretrizes para a tarefa de traduzir sons em palavras. Acredita-se, ainda, que o processo de padronização das legendas também tornaria mais acessível as legendas em língua portuguesa para o público-alvo, pois unidades convencionadas são lidas de forma mais rápida (WOOD, 2015). Para isso, foi coletado um corpus comparável que foi analisado com o auxílio do software WordSmith Tools. Para facilitar as análises com o software, as legendas dos filmes foram etiquetadas a partir de categorias de proveniência do som. Para os ruídos, apresentamse as seguintes etiquetas: sons produzidos pelo homem, sons produzidos por objeto, sons produzidos por animais, sons produzidos pela natureza, sons ficcionais e silêncio. Para as músicas, as etiquetas são: música de fosso e música de tela. Essas etiquetas foram utilizadas como nódulos de busca e possibilitaram encontrar relevantes dados numéricos, tais como as categorias mais frequentemente legendadas no corpus: sons produzidos pelo homem e música de fosso. Portanto, esses são os sons cujas traduções foram convencionadas nessa pesquisa. / The sound in the cinema creates expectations, guides the spectator through images, and shapes the reception of scenes (BORDWELL; THOMPSON, 2008). So that deaf and hard of hearing public may have access to this input when watching an audiovisual production, the subtitle for the deaf and hard of hearing (SDH) translates the movies sound effects (ARAÚJO, 2004). In search for a SDH model that meets the spectators needs, a research has been conducted with 34 Brazilians deaf subjects (ARAÚJO; NASCIMENTO, 2011; ARAÚJO ET AL, 2013). The results suggested that the existent sound effects translations would mislead the spectator or would not contribute with relevant information. Taking into account the importance of the sound in the cinema, another research has been conduct in order to analyze how translations of sound effect were made in three commercialized DVDs in Brazil (NASCIMENTO, 2013). The results showed that most sound effects in the films were translated without connecting them to their meanings within the movie plot. Thus, in order to help translators with these translations, this researchs main objective is to conventionalize sound effects subtitles and stablish some guidelines to the sound into words task. Furthermore, it is believed that conventionalizing subtitles could render them more accessible as conventionalized units are read faster than non-conventionalized (WOOD, 2015). Therefore, a comparable corpus was collected and analyzed by means of WordSmith Tools software. In order to render the analysis simpler, the corpus was tagged following categories defined by the sound provenience. The following tags were applied to noise: sound produced by men, sound produced by objects, sound produced by nature, sound produced by animals, fictional sounds and silence. To music, the tags were background music and screen music. These tags were used as search words and rendered possible find relevant data, such as the most frequently translated categories within the corpus, which are: sounds produced by men and background music. Therefore, these are the sound categories whose translations were conventionalized in this research.

The Kentucky School for the Deaf agriculture program and FFA chapter is the second Deaf FFA chapter in the nation and has proven itself to be unique, successful, and worthy of investigation. This exploratory, collective/intrinsic Case Study examines the historical evidence of agriculture on the school’s campus, collects observations and interviews regarding agricultural education at the school, and provides insight to advise other educational institutions and organizations on the nature of agricultural education in a school for deaf and hard of hearing students.

<p>Denna studie är en litteraturstudie med syftet att se hur kunskapen ser ut om hörselskadade barns psykosociala situation samt hur barnen identifierar sig i förhållande till den döva och den hörande världen. För att få mer helhet och djup i studien inkluderas även döva barn samt barn som fötts döva och fått cochleaimplantat inopererat. Frågeställningarna omfattar de hörselskadade barnens mentala hälsa/välbefinnande, identitetsutveckling, sociala relationer, samt CI-opererade barns situation. Som en särskild grupp när det gäller hälsa/välbefinnande redovisas även hörselskadade barn med tilläggsfunktionshinder.</p><p>Studien är gjord som en systematisk kunskapsöversikt där sökningar gjorts i olika databaser för vetenskapliga artiklar och litteratur. När det gäller böcker så har databasen LIBRIS använts och vad gäller artiklar har ELIN, Pubmed, PsychINFO samt ERIC använts. De träffar jag fått har sedan bedömts när det gäller relevans och grundläggande kvalitet.</p><p>Resultat i studierna visar att hörselskadade barn löper en ökad risk att drabbas av mental ohälsa i jämförelse med hörande barn. En stor riskfaktor är kommunikationssvårigheter mellan föräldrar och barn i och med att de flesta hörselskadade barn har hörande föräldrar. Föräldrarna kan därmed ha svårt att utveckla ett tillräckligt bra teckenspråk samtidigt som barnen kan ha svårigheter att klara talat språk. Barnens förmåga att använda talspråk varierar också mycket beroende på situation. I en bullrig miljö kan talspråk vara näst intill en omöjlighet för det hörselskadade barnet. Skolplacering är en annan stor fråga när det gäller vad som är det bästa för de hörselskadade barnen. Det är ofta långt till specialskolor vilket kräver att barnen i tidig ålder flyttar hemifrån i veckorna och bor på internat. Många hörselskadade barn placeras i vanliga skolor för hörande barn, antingen i hörselklasser eller i vanliga klasser. En följd av skolplacering bland hörande barn kan vara att det hörselskadade barnet blir isolerat och hamnar i utanförskap. Barnen kan också få svårigheter att utveckla en stabil identitet som hörselskadad om de inte får möjlighet att träffa andra hörselskadade. Barn med hörselskada löper också signifikant större risk att utsättas för övergrepp av olika slag än hörande barn.</p>

Denna studie är en litteraturstudie med syftet att se hur kunskapen ser ut om hörselskadade barns psykosociala situation samt hur barnen identifierar sig i förhållande till den döva och den hörande världen. För att få mer helhet och djup i studien inkluderas även döva barn samt barn som fötts döva och fått cochleaimplantat inopererat. Frågeställningarna omfattar de hörselskadade barnens mentala hälsa/välbefinnande, identitetsutveckling, sociala relationer, samt CI-opererade barns situation. Som en särskild grupp när det gäller hälsa/välbefinnande redovisas även hörselskadade barn med tilläggsfunktionshinder. Studien är gjord som en systematisk kunskapsöversikt där sökningar gjorts i olika databaser för vetenskapliga artiklar och litteratur. När det gäller böcker så har databasen LIBRIS använts och vad gäller artiklar har ELIN, Pubmed, PsychINFO samt ERIC använts. De träffar jag fått har sedan bedömts när det gäller relevans och grundläggande kvalitet. Resultat i studierna visar att hörselskadade barn löper en ökad risk att drabbas av mental ohälsa i jämförelse med hörande barn. En stor riskfaktor är kommunikationssvårigheter mellan föräldrar och barn i och med att de flesta hörselskadade barn har hörande föräldrar. Föräldrarna kan därmed ha svårt att utveckla ett tillräckligt bra teckenspråk samtidigt som barnen kan ha svårigheter att klara talat språk. Barnens förmåga att använda talspråk varierar också mycket beroende på situation. I en bullrig miljö kan talspråk vara näst intill en omöjlighet för det hörselskadade barnet. Skolplacering är en annan stor fråga när det gäller vad som är det bästa för de hörselskadade barnen. Det är ofta långt till specialskolor vilket kräver att barnen i tidig ålder flyttar hemifrån i veckorna och bor på internat. Många hörselskadade barn placeras i vanliga skolor för hörande barn, antingen i hörselklasser eller i vanliga klasser. En följd av skolplacering bland hörande barn kan vara att det hörselskadade barnet blir isolerat och hamnar i utanförskap. Barnen kan också få svårigheter att utveckla en stabil identitet som hörselskadad om de inte får möjlighet att träffa andra hörselskadade. Barn med hörselskada löper också signifikant större risk att utsättas för övergrepp av olika slag än hörande barn.

The purpose of this study was to examine the effects of parent training on shared reading practices in families of children with hearing loss. This intervention augmented a multifaceted school program in emergent literacy. In a community based format, parents were explicitly taught three shared reading strategies that have evidence to support the growth of language and vocabulary in children who are hearing and children with hearing loss. These strategies include open-ended questions, language expansions, and scaffolding. A multiple-baseline across content (strategies) design examined the relationship between the intervention and changes in parent behavior. Results indicated that the intervention was effective for increasing open-ended questioning, but there was no functional relationship between the intervention and the other two strategies, language expansions and scaffolding. Conclusions suggest replication to determine the effectiveness of this intervention for increasing open-ended questions. Additionally, further research is needed to determine the intensity and duration of training to influence effects on language expansions and scaffolding.