Jansson AH, Kursi M, Pitkälä KH
… +3 more, Strandberg T, Rautiainen L, Ylimaa T
J Deaf Stud Deaf Educ
· 2026 Jul · PMID 41251496
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Loneliness is recognized worldwide as a risk to well-being and health. It emerges from the discrepancy between our expectations of social relationships and the reality. However, very little is known about the experiences...Loneliness is recognized worldwide as a risk to well-being and health. It emerges from the discrepancy between our expectations of social relationships and the reality. However, very little is known about the experiences of loneliness among older deaf adults. The aim of the study was to describe the experiences and expressions of loneliness among 12 older deaf adults who use sign language. We interviewed them, and the interview transcripts were analyzed inductively. Loneliness manifested itself in a variety of ways in the narratives, facial expressions, postures, movements, gestures, and the very individual-specific signing of the respondents. The narratives illustrated the loneliness they experienced and how they coped with it. To our knowledge, this is one of the first studies on loneliness among older deaf adults who use sign language. It should be acknowledged: Discovering and understanding this hidden phenomenon is the key to alleviating it. Future studies should explore tailored interventions and inclusive communication strategies to alleviate loneliness. Involving older deaf adults who use sign language in cocreating solutions will be essential.
This family and practitioner brief addresses the role of interpreters and deaf students' autonomy in mainstream classrooms. It explores deaf individuals' and interpreters' perspectives on the interpreters' role, approach...This family and practitioner brief addresses the role of interpreters and deaf students' autonomy in mainstream classrooms. It explores deaf individuals' and interpreters' perspectives on the interpreters' role, approaches to working together, and students' autonomy, which were taken from individual and group interviews. The brief will conclude by sharing strategies for supporting student autonomy and enhancing communication and collaboration between deaf students, interpreters, and educational team members.
J Deaf Stud Deaf Educ
· 2026 Jul · PMID 41170769
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The role of fingerspelling or manual alphabet for reading among deaf and hard-of-hearing individuals has been of great interest in research. What can decades of research on fingerspelling and reading among deaf individua...The role of fingerspelling or manual alphabet for reading among deaf and hard-of-hearing individuals has been of great interest in research. What can decades of research on fingerspelling and reading among deaf individuals tell us about how fingerspelling aids deaf children's reading development? This scoping review was, therefore, undertaken to explore: (a) What is the relationship between fingerspelling and reading?, (b) In what ways do fingerspelling abilities promote reading skills?, and (c) What is known about using fingerspelling to teach reading? We identified 26 studies that were screened and summarized according to publication characteristics. The content and methods of these studies were briefly described. The results revealed a larger proportion of quantitative methods and ASL/English settings. A discussion and implications for future research are provided.
The present study aimed to explore the evolving role of fathers in the lives of young deaf and hard-of-hearing (DHH) children and to construct a theory that explains this role within the Turkish context. The participants...The present study aimed to explore the evolving role of fathers in the lives of young deaf and hard-of-hearing (DHH) children and to construct a theory that explains this role within the Turkish context. The participants were 12 Turkish fathers of young DHH children. Using a constructivist grounded theory approach, theoretical data were collected over seven months through semi-structured interviews, supported by supplementary techniques including information forms, observations, documents, an artifact, and a reflective journal. The data were analyzed using constant comparative analysis and constructivist grounded theory coding. The theory identified five interrelated themes: fulfilling fatherhood, experiencing deafness, attending early intervention, adapting to lifestyle changes, and planning for the future. Fathers held certain perceptions of their role and acted accordingly in the lives of their children. Their family lives changed following the diagnosis of deafness; they obtained hearing technologies for their children, attended early intervention sessions, and reorganized their family lives based on new knowledge and skills acquired from these sessions. They supported their children in new lifestyles and made plans for their future well-being. Taken together, these themes demonstrate how fatherhood is constructed and fulfilled within the Turkish context, offering a new perspective in the field of deaf studies.
Ritmeester J, Sümer B, Boonstra M
… +3 more, de Meulder M, van der Aa B, Roelofsen F
J Deaf Stud Deaf Educ
· 2025 Dec · PMID 41159582
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The importance of hearing parents of deaf and hard-of-hearing (DHH) children learning sign language is well documented. However, parents face many challenges in this learning process. This study investigates the experien...The importance of hearing parents of deaf and hard-of-hearing (DHH) children learning sign language is well documented. However, parents face many challenges in this learning process. This study investigates the experiences of Dutch hearing parents learning Dutch Sign Language (NGT) or Sign-supported Dutch through semi-structured interviews with 21 parents and 6 NGT teachers. The interviews explored parents' and teachers' perspectives on parental sign language courses, additional learning materials, and the challenges parents face in learning sign language. The findings highlight the value of DHH teachers and home-based initial courses, as well as the importance of courses aligning with the child's developmental stage and extending beyond vocabulary level. Both parents and teachers appreciated learning materials that could be used together by parent and child but expressed a need for additional and more elaborate resources. Common challenges included language-specific difficulties, such as mastering sign order and adapting to a visual language, and external barriers, such as difficulties accessing courses and conflicting expert advice regarding the use of sign language. These findings underscore the need for more accessible courses, longer-duration support, and greater consistency among professionals in their advice. This would better support hearing parents in effectively learning sign language and ensuring their DHH children have full access to language from an early age.
J Deaf Stud Deaf Educ
· 2026 Jul · PMID 41118276
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This study uses a mixed-method sequential approach to explore the prevalence, perceptions and experiences of deaf children in relation to their emotional well-being in Northern Ireland. While there is a small body of res...This study uses a mixed-method sequential approach to explore the prevalence, perceptions and experiences of deaf children in relation to their emotional well-being in Northern Ireland. While there is a small body of research exploring the application of human rights treaties for deaf children, there is an absence of research that applies a rights-based framework to their emotional well-being. Drawing on findings from our study we argue that deaf children experience a lack of inclusive time and space(s) across their lives, and that they carry undue burden and responsibilities in implementing their own rights. We argue that these factors contribute to the higher prevalence of mental health conditions they experience compared to their hearing peers. We further examine the role of a rights framework as a facilitator to better well-being, drawing on children's views on ways forward, arguing that effective implementation of rights is a precondition to positive well-being.
J Deaf Stud Deaf Educ
· 2025 Dec · PMID 41060874
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This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day tra...This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day training followed by bi-weekly virtual coaching; entry into training was staggered in a non-concurrent multiple-baseline single case design. Teachers' use of indicators of signed literacy instruction was scored for at least 7 baseline and 2 intervention instructional units per teacher. Visual analysis showed near-zero fidelity during baseline and an immediate jump to 45%-60% on the first post-training unit, with 3 teachers accelerating to 80%-90% and 1 maintaining at 60%. Log response-ratio effect sizes ranged from 2.04 to 3.72, confirming large, consistent gains. Social validity interviews indicated that teachers valued the instructional framework, found it feasible, and planned to expand its use the following year. These findings show a functional relationship between SISI professional development and teachers' implementation of signed literacy instruction. They emphasize the value of professional development and suggest that signed literacy instruction can be embedded in early elementary curricula to promote deaf children's signing skills.
The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This stud...The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, genre instruction, and teacher preparation. Findings indicate that while ASL literacy instruction is recognized as an important component of bilingual education, it lacks formalized curricula, sufficient instructional time, and structured instructional approaches. These findings suggest a need for increased research, professional development, and institutional support to enhance ASL literacy instruction in deaf education.
J Deaf Stud Deaf Educ
· 2025 Dec · PMID 40888795
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This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Te...This study examined the effectiveness of the explicit, evidence-based vocabulary intervention, Text Talk, for deaf children attending mainstream spoken language education settings during the early years of school. The Text Talk program is designed to guide teachers' Tier Two vocabulary instruction in the context of read-aloud storybooks. Participants included 20 children with moderate-to-profound hearing loss using spoken language to communicate, and their teachers of the deaf (ToDs) at mainstream schools with deaf facilities. The study investigated both the students' growth in vocabulary knowledge, and the experience of the teachers in implementing the program. Findings indicated that while all students experienced vocabulary growth, students with the highest level of prior vocabulary knowledge demonstrated the greatest gains. Teachers reported that their involvement in the intervention encouraged them to incorporate additional evidence-based strategies into their instructional repertoires. Importantly, the study outcomes suggest that ToDs' expert knowledge about deafness was a critical component that positively influenced the effective implementation of the Text Talk program with deaf students.
J Deaf Stud Deaf Educ
· 2025 Dec · PMID 40886112
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This paper, the 6th in a series about the level of access afforded to students who use educational interpreters, examines the intelligibility of messages produced by Conceptually Accurate Signed English (CASE) transliter...This paper, the 6th in a series about the level of access afforded to students who use educational interpreters, examines the intelligibility of messages produced by Conceptually Accurate Signed English (CASE) transliterators. Eight highly skilled receivers of CASE evaluated the intelligibility of messages that varied in accuracy and lag time. Results of intelligibility tests showed that (1) overall intelligibility (40%) was considerably lower than average accuracy (58%), (2) accuracy played a smaller role than expected in intelligibility, and (3) the relationship between accuracy and intelligibility likelihood was roughly sigmoidal in shape, with intelligibility likelihood falling fastest as accuracy drops below 65%. Mouthing was the primary factor in intelligibility of all words in the message, explaining 24% of the variance; accuracy accounted for another 6%. The roles were reversed for key words (accuracy accounted for 15% of variance; mouthing explained 6%). Lag time had no contribution after accounting for accuracy and mouthing, but utterances with lag times between 0.5 and 1.5 s were most likely to exceed 70% intelligibility. Future work should investigate sources of transliterator variability (e.g., speechreadability, presentation rate) and other communication options (e.g., American Sign Language) in order to ensure accessibility for all students who use educational interpreters.
Research has been conducted worldwide to address various topics related to postsecondary education programs for deaf and hard-of-hearing (DHH) students. However, there is a paucity of reviews covering relevant research t...Research has been conducted worldwide to address various topics related to postsecondary education programs for deaf and hard-of-hearing (DHH) students. However, there is a paucity of reviews covering relevant research that could guide future efforts. Therefore, this literature scoping review was conducted to highlight exciting empirical studies in postsecondary education programs for DHH students. The review included 102 studies. The results of this review show the main characteristics of these studies, the years of publication, countries, research methods, and participants. This review also reveals 9 themes that were addressed in the reviewed studies. The most discussed topics relate to supportive services and the least to distance learning. Additionally, this analysis highlights the restrictions in the reviewed studies and the remaining areas that need to be addressed. Future directions are also discussed.
This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early l...This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revealed a range of low to mid performance, with the argumentative-with-sources writing scoring similarly to narrative writing and showing incremental growth across the grade levels. Early language exposure and proficiency in ASL or spoken English were linked to better writing outcomes, highlighting the importance of early and accessible language development. The results underscore the urgent need for linguistically responsive materials, reliable ASL assessments, and evidence-based instructional strategies for addressing the range of needs of deaf students. The study calls for further exploration of the patterns observed in students' writing to design instruction that builds on strengths and addresses needs, enhancing academic success and societal participation for deaf learners.
The aim of this study was to analyze with the help of claims data which additional diagnoses are common for children who are deaf or hard-of-hearing (DHH) and at what frequency. Claims data sets from statutory health ins...The aim of this study was to analyze with the help of claims data which additional diagnoses are common for children who are deaf or hard-of-hearing (DHH) and at what frequency. Claims data sets from statutory health insurance providers contain different pieces of information, including medical diagnoses. The analysis of claims data was conducted for the 2010 birth cohort of 38,705 children who were insured by the BARMER health insurance company. This birth cohort was then narrowed down to all children who received a prescription for a hearing device within the first 10 years of their life (n = 474). For these 474 children, we assessed the most common additional diagnoses coded according to the International Classification of Diseases (ICD)-10-GM and analyzed their frequency. Apart from the high frequency of ear diseases such as "Diseases of middle ear and mastoid" (ICD category H65-H75, 95.4%), we also found a high frequency for "Developmental disorders" (ICD category F80-F89, 81.9%) and various other additional diagnoses. Our results show that DHH children are a heterogenous group with a high frequency of additional diagnoses.
After decades of research, many researchers (and the parents, educators, and clinicians who rely on the results of their scientific inquiry) maintain opposing views regarding appropriate strategies for ensuring adequate...After decades of research, many researchers (and the parents, educators, and clinicians who rely on the results of their scientific inquiry) maintain opposing views regarding appropriate strategies for ensuring adequate language and literacy development among young deaf children. These viewpoints range from the exclusive use of cochlear implants (with no visual language) to the exclusive use of a visual language (with no implantation). Recent authors have posited the potential benefits of early sign language for implanted children and have refuted claims that signing will negatively impact the success of implantation, but little research has explored the nature of these benefits in detail. This study examines the impact of sign language skill on emergent literacy for a sample of implanted 5-year-old deaf children. Using hierarchical regression modeling, this study evaluates whether the addition of a measure of American Sign Language (ASL) receptive skills to a model that includes the age of implantation increases the predictability of performance on two measures of emergent English literacy. The results confirm the hypothesis that level of ASL skill positively impacts emerging literacy, controlling for the age of implantation. Potential biasing effects of demographic variables are presented and discussed, as are implications for future research.
While recent studies have highlighted promising deaf-centered instructional approaches and positive writing outcomes for deaf and hard of hearing (DHH) students, there remains a gap in research on the validity of writing...While recent studies have highlighted promising deaf-centered instructional approaches and positive writing outcomes for deaf and hard of hearing (DHH) students, there remains a gap in research on the validity of writing fluency assessments for DHH learners. This study examines the reliability and validity of the Correct Word Sequences (CWS) task as a measure of written fluency in DHH first and second graders, comparing it to the Woodcock-Johnson III Writing Fluency subtest (WJ-III WF). A sample of 64 children participated, and multiple linear regression models were used to assess the relationship between CWS and WJ-III WF scores across fall and spring semesters. Findings suggest that CWS is a reliable and valid measure of writing fluency for young DHH writers, offering a potential alternative or complement to existing assessments.
J Deaf Stud Deaf Educ
· 2025 Dec · PMID 40580549
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Both deaf and hearing readers use morphological awareness skills to decode and comprehend printed English. Deaf readers, for whom phonological awareness is a relative weakness while orthographic sensitivity is a strength...Both deaf and hearing readers use morphological awareness skills to decode and comprehend printed English. Deaf readers, for whom phonological awareness is a relative weakness while orthographic sensitivity is a strength, may have a different relationship with morphology than similarly skilled hearing readers. This study investigated the impact of various reading sub-skills-spelling, vocabulary size, morphological awareness, and phonological awareness-on reading comprehension for deaf and hearing adult readers. Morphological awareness had a stronger relationship with reading comprehension for deaf than hearing readers, particularly for deaf readers with advanced morphological skills. Morphology and vocabulary were also more strongly related for the deaf group, indicating that deaf readers leverage morphology to expand their word knowledge. Overall, the findings highlight the unique and significant role of morphological awareness in the skilled deaf reader's "toolbox" and underscore the importance of morphological instruction in supporting the reading development of deaf individuals.