175th Anniversary of the American Annals of the Deaf: Part III—1961 to the Present Peter V. Paul The editorial for this issue is the third and final rendition of a celebration of the 175th anniversary of the American Annals of the Deaf. In this issue, I cover the period from 1961 to the present. Much as in the editorials in the two previous celebration issues (Paul, 2022a, 2022b), my initial primary focus was on articles covering various aspects of the development of language and literacy. However, here I have strayed from this original emphasis to discuss other interesting, perhaps groundbreaking articles. The time frame covered by this editorial, and by this special Annals issue, has been marked by stark economic and political events in America. These include the Cuban Missile Crisis, the assassinations of John and Robert Kennedy and Martin Luther King Jr., the emergence of the counterculture of the 1960s, the Vietnam War, the stock market crash of 1987, and the fighting in Iraq and Afghanistan—to name a few. Events that have affected the education and social welfare of individuals of color, those with disabilities, and others include the Civil Rights Act of 1964, the Education for All Handicapped Children Act, better known as Public Law 94-142 (and subsequently amended several times), the American With Disabilities Act, and Section 504 of the Rehabilitation Act. The period since 1961 has also seen the rise of inclusion and the disability rights movement, challenging the utility and effectiveness of special education programs and services and our long-standing perspectives on constructs such as disability and deafness. I could go on—think of the explosive impact of the Internet and the introduction of transformational digital devices (e.g., iPads, iPhones) and social media platforms. Oh yeah, Gallaudet University appointed its first deaf president in 1988. And I was proud to be selected the first deaf editor of the Annals in 2011. Range of topics There was no avoiding the challenge posed by the selection of articles for discussion and the few chosen for reprinting in this issue. Initially, I was intrigued by the titles and quick perusals of 146 articles. This was a smaller number than those I considered for the first celebration issue (194), and much smaller than the total contemplated for the second (338). Looking at issues from 1998 to about 2010, I was captivated by a few of the editorials by the previous Annals editor, Donald F. Moores, covering controversial and interesting topics such as demography (Moores, 2001a), teacher preparation (Moores, 2003), the No Child Left Behind Act (Moores, 2004), and residential schools (Moores, 2009). Several of his editorials on cochlear implants were also of interest (Moores, 2002, 2005, 2008–2009, 2010). Perhaps Moores’s approach and style of writing served as an inspiration for my editorials. [End Page 407] Looking at articles from the inception of my editorship in 2011 to the present, I found it difficult to select articles to read (again!) and discuss or to highlight as reprints. In fact, making selections for the 50 years from 1961 to 2011 was equally difficult because I had read and synthesized a number of articles on a range of topics—such as American Sign Language– English bilingualism, Cued Speech, the developmental differences between deaf children of deaf parents and deaf children of hearing parents, language and literacy development, lipreading/speechreading, signed systems, and vocabulary—in writing my own published works. I hope that some of my readers are familiar with my stances on these issues. Of course, I promise not to say anything more here about the qualitative similarity hypothesis (Wang & Andrews, 2014, 2015). As usual, the Annals contained information on a wide range of topics—not only the above-mentioned cochlear implants (pros and cons!), Cued Speech, inclusion, and digital technology, but also communication and signed systems, instructional television, intelligence (oh, the debates…), internal speech, locus of control, mainstreaming, mathematics, the purpose of science in the curriculum, signed language, speech and hearing issues, Visual Phonics, visual sequential memory, and on and on. Several issues of the Annals provided lists of speech and hearing centers, organizations and associations (National Association of the Deaf, etc...
Selected Topics of Interest, 2001 Issues and Trends in Instruction and Deafness: American Annals of the Deaf 1 336 to 2000 Donald F. Moores, Jerry Jatho, and Bethany Creech This article is dedicated to Bethany Creech. Beth was a graduate student, studying for her M.A. in education of the deaf at Gallaudet University. She was an advisee of Dr. Moores and worked as a graduate assistant with him and Mr. Jatho on this material. She and her grandmother were killed in a tragic automobile accident over Thanksgiving vacation in November of last year. Moores is a professor in the Department of Education, Gallaudet University, Washington DC, and Jatho is a doctoral student in the department. For this article—a review of all instruction -related articles published in the literary issues of the American Annals of the Deaf from 1996 to 2000 (except for literacy-related publications , which are reviewed in the following article)—the authors identified six categories: Teacher/Professional Preparation. Teacher Characteristics, Modes of Instruction/Communication , Content/Curriculum, Placement, and Student Characteristics. Contributions came from authors in If different countries. Results show progress in several areas, but the field is struggling to meet the demands of rapidly changing educational systems. There is a need for more practical information in academic content, educational placement , addressing special needs of deaf children with disabilities, and giving attention to the enormous cultural diversity represented by deaf children in our school programs. Use of technology lags. More attention should be devoted to improving professional opportunities for deaf individuals from the entire spectrum of our society. Introduction The material presented here is part of an effort to analyze articles published in the literary editions of the American Annals of the Deaf from 1996 to 2000. The literary issues are published four times yearly: March, July, October, and December. Of the 130 articles that appeared during that time, approximately half dealt with issues related to instruction. In order to present instruction-related publications efficiently, we concentrate on nonliteracy-related articles here and deal with literacy-related material in the following article in this issue. Because the overviews presented here present only highlights, we strongly recommend that readers interested in any particular article reviewed here return to the original source for details. After considerable discussion, we agreed on six categories for the review: 1. Teacher/Professional Preparation 2. Teacher Characteristics 3. Modes of Instruction/Communication 4. Content/Curriculum 5. Placement 6. Student Characteristics We were interested in the treatment , if any, given to a number of potential issues. Considering the attention in the literature to the perceived growing diversity of the school-age population, we wanted to see if it was addressed in publications in the Annals . Another area of interest was the possible impact of the most recent Individuals with Disabilities Education Act (IDEA) mandate for access to the general education curriculum. Would there be increased attention to content areas such as math, science, and history? Another area of interest was the response of the field to reports of large numbers of deaf and hard of hearing with disabilities. Categories Teacher/Professional Preparation Within the Teacher Preparation category is the Council for Exceptional Children and National Council on Education of the Deaf Joint KnowJedge and Skills Statement for All Becoming Teachers for Students Who are Deaf or Hard of Hearing (1996). Volume 146, No. 2 AMhRiCAN Annals or the Deal The statement was designed to set standards for use in teacher preparation programs addressing a range of communication and placement options , according to the stated philosophy of each program. The document comprises 66 statements of knowledge and skills needed specific to the education of students who are deaf or hard of hearing. We found only two statements related to content, both in the "knowledge" area: Statement 32 refers to subject matter and practices used in general education, and statement 35 refers to research supporting instructional strategies and practice for teaching students who are deaf or hard of hearing. Not one "skill" statement dealt with the teaching of content , and specific content in science or mathematics was not mentioned. Rittenhouse & Kenyon-Rittenhouse (1997) reported on the responses of first-year teachers to a questionnaire. In general...
No AccessJournal of Speech and Hearing DisordersResearch Article1 May 1964The Vowel Formants of Deaf and Normal-Hearing Eleven- to Fourteen-Year-Old Boys Angelo A. Angelocci, George A. Kopp, and Anthony Holbrook Angelo A. Angelocci Google Scholar , George A. Kopp Google Scholar and Anthony Holbrook Google Scholar https://doi.org/10.1044/jshd.2902.156 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Additional Resources FiguresReferencesRelatedDetailsCited by Humanities and Social Sciences Communications10:129 May 2023Acoustics of long vowels in Arabic-speaking children with hearing impairmentsBassil Mashaqba, Anas Huneety, Nisreen Al-Khawaldeh, Mutasim Al-Deaibes and Zainab Zeidan Jue Yu and Qianwen Jin (2021) Discourse Timing in Children's Rhyme Speech Produced by Prelingually Deaf Mandarin-Speaking Children with Cochlear Implants 2021 24th Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA)10.1109/O-COCOSDA202152914.2021.9660460978-1-6654-0870-7 Journal of Speech, Language, and Hearing Research64:2 (664-682)17 Feb 2021Vowel Production in Prelingually Deafened Mandarin-Speaking Children With Cochlear ImplantsJing Yang and Li XuAmerican Journal of Speech-Language Pathology29:3 (1749-1778)4 Aug 2020What Acoustic Studies Tell Us About Vowels in Developing and Disordered SpeechRay D. Kent and Carrie Rountrey Acta Otorrinolaringológica Española70:5 (251-257)1 Sep 2019Comparación de la producción vocal en niños con hipoacusia prelocutiva con adaptación audioprotésica e implante coclear con normooyentesFaustino Núñez-Batalla, Gabriela Vasile, Noelia Cartón-Corona, Daniel Pedregal-Mallo, Marta Menéndez de Castro, Maite Guntín García, Justo Gómez-Martínez, Pilar Carro Fernández and Jose Luis Llorente-Pendás Acta Otorrinolaringologica (English Edition)70:5 (251-257)1 Sep 2019Vowel Production in Hearing Impaired Children: A Comparison Between Normal-hearing, Hearing-aided and Cochlear-implanted ChildrenFaustino Núñez-Batalla, Gabriela Vasile, Noelia Cartón-Corona, Daniel Pedregal-Mallo, Marta Menéndez de Castro, Maite Guntín García, Justo Gómez-Martínez, Pilar Carro Fernández and Jose Luis Llorente-Pendás Pajouhan Scientific Journal17:2 (1-6)1 Mar 2019The Relationship between Public Life Quality and the Voice Handicap Index (VHI) in Adults with Different Hearing LossesNegin Moradi, Parvane Rahimifar, Samira Aghadoost, Majid Soltani, Nader Saki and Ehsan Naderi far Logopedics Phoniatrics Vocology (1-7)15 Jan 2019Use of formant centralization ratio for vowel impairment detection in normal hearing and different degrees of hearing impairmentEhsan Naderifar, Ali Ghorbani, Negin Moradi and Hossein Ansari Journal of Communication Disorders74 (74-97)1 Jul 2018Static measurements of vowel formant frequencies and bandwidths: A reviewRaymond D. Kent and Houri K. Vorperian Clinical and Experimental Otorhinolaryngology10:3 (278-282)1 Sep 2017Differences of the Voice Parameters Between the Population of Different Hearing Tresholds: Findings by Using the Multi-Dimensional Voice ProgramFerit Akil, Umur Yollu, Ozcan Ozturk and Murat Yener Shiraz E-Medical Journal18:714 May 2017Evaluation of Formant Frequencies in Persian Speaking Children with Different Degrees of Hearing LossEhsan Naderifar, Ali Ghorbani, Negin Moradi, Hossein Ansari, Ozra Aghadoost, Faezeh Asadollahpour and Martina Ozbic Journal of Voice30:6 (763.e1-763.e7)1 Nov 2016Acoustic Analysis of Persian Vowels in Cochlear Implant Users: A Comparison With Hearing-impaired Children Using Hearing Aid and Normal-hearing ChildrenNarges Jafari, Fariba Yadegari and Shohreh Jalaie International Journal of Speech-Language Pathology18:4 (378-387)3 Jul 2016Acoustic characteristics of vowels produced by Greek intelligible speakers with profound hearing impairment I: Examination of vowel spaceKaterina Nicolaidis and Anna Sfakianaki Journal of Voice30:3 (340-344)1 May 2016A Comparison of Persian Vowel Production in Hearing-Impaired Children Using a Cochlear Implant and Normal-Hearing ChildrenNarges Jafari, Michael Drinnan, Reyhane Mohamadi, Fariba Yadegari, Mandana Nourbakhsh and Farhad Torabinezhad Folia Phoniatrica et Logopaedica68:5 (211-215)Voice Handicap Index in Persian Speakers with Various Severities of Hearing LossOzra Aghadoost, Negin Moradi, Payman Dabirmoghaddam, Alireza Aghadoost, Ehsan Naderifar and Siavash Mohammadi Dehbokri Journal of Communication Disorders59 (24-39)1 Jan 2016Hearing impairment and vowel production. A comparison between normally hearing, hearing-aided and cochlear implanted Dutch childrenJo Verhoeven, Oydis Hide, Sven De Maeyer, San Gillis and Steven Gillis The Journal of the Acoustical Society of America138:5 (2791-2799)1 Nov 2015Acoustic properties of vowel production in prelingually deafened Mandarin-speaking children with cochlear implantsJing Yang, Emily Brown, Robert A. Fox and Li Xu Communication Sciences & Disorders20:2 (202-213)30 Jun 2015Nasalance Scores of Normal Hearing Children of Deaf Adults and Normal Hearing Adults: Longitudinal StudyJaeock Kim and Minhee Seo Phonetics and Speech Sciences7:1 (67-77)31 Mar 2015Comparison of Acoustic Characteristics of Vowel and Stops in 3, 4 year-old Normal Hearing Children According to Parents' Deafness: Preliminary StudyJisook Hong, Youngae Kang and Jaeock Kim Lucie Ménard (2015) Multimodal Speech Production The Handbook of Speech Production10.1002/9781118584156.ch103 Mar 2015 (2013) Th e Acoustic Measurement of Vowels Handbook of Vowels and Vowel Disorders10.4324/9780203103890-9 NeuroImage61:1 (314-322)1 May 2012Understanding the neural mechanisms involved in sensory control of voice productionAmy L. Parkinson, Sabina G. Flagmeier, Jordan L. Manes, Charles R. Larson, Bill Rogers and Donald A. Robin World Journal of Clinical Pediatrics1:4 (24)Profound deafness and the acquisition of spoken language in childrenPetros V Vlastarakos Clinical and Experimental Otorhinolaryngology5:Suppl 1 (S69)Preoperative Voice Parameters Affect the Postoperative Speech Intelligibility in Patients with Cochlear ImplantationYun Suk An, Seong Tae Kim and Jong Woo Chung Clinical and Experimental Otorhinolaryngology5:Suppl 1 (S14)Acoustic Analysis of Speech of Cochlear Implantees and Its ImplicationsAnjali R Kant, Rajesh Patadia, Prajakta Govale, R. Rangasayee and Milind Kirtane European Archives of Oto-Rhino-Laryngology268:10 (1437-1442)1 Oct 2011The effect of cochlear implantation and post-operative rehabilitation on acoustic voice analysis in post-lingual hearing impaired adultsSabah M. Hassan, Khalid H. Malki, Tamer A. Mesallam, Mohamad Farahat, Manal Bukhari and Thomas Murry Clinical Linguistics & Phonetics25:8 (689-704)1 Aug 2011Point vowel duration in children with hearing aids and cochlear implants at 4 and 5 years of ageMark Vandam, Dana Ide-Helvie and Mary Pat Moeller Journal of Voice25:2 (e75-e84)1 Mar 2011Formant Frequency Characteristics in Normal Arabic-Speaking JordaniansYaser S. Natour, Basem S. Marie, Mawada A. Saleem and Yacoub K. Tadros Journal of Voice25:2 (e61-e65)1 Mar 2011Objective Voice Analysis of Boys With Profound Hearing LossAli Dehqan and Ronald C. Scherer Clinical Linguistics & Phonetics24:9 (722-733)1 Sep 2010Single word and sentence intelligibility in children with cochlear implantsFadwa A. Khwaileh and Peter Flipsen Deafness & Education International12:2 (99-128)1 Jun 2010Vowel Formant Values in Hearing and Hearing-Impaired Children: A Discriminant AnalysisMartina Ozbič and Damjana Kogovšek The Journal of the Acoustical Society of America125:4 (2299-2306)1 Apr 2009Attenuation of vocal responses to pitch perturbations during Mandarin speechHanjun Liu, Yi Xu and Charles R. Larson Journal of Speech, Language, and Hearing Research52:2 (412-434)1 Apr 2009Role of Visual Speech in Phonological Processing by Children With Hearing LossSusan Jerger, Nancy Tye-Murray and Hervé Abdi Wiener klinische Wochenschrift120:7-8 (228-233)1 Apr 2008The influence of cochlear implantation on vowel articulationDer Einfluss von Cochlearimplantaten auf die Artikulation von VokalenIrena Hocevar-Boltezar, Miha Boltezar and Miha Zargi Clinical Linguistics & Phonetics22:9 (726-740)1 Jan 2008The locus equation as an index of coarticulation in syllables produced by speakers with profound hearing lossHelen McCaffrey Morrison Journal of Voice21:6 (669-682)1 Nov 2007Acoustic Voice Analysis of Prelingually Deaf Adults Before and After Cochlear ImplantationMaegan K. Evans and Dimitar D. Deliyski Logopedics Phoniatrics Vocology32:1 (17-22)1 Jan 2007A comparative study of vocal fundamental frequency in the speech of Japanese and American hearing-impaired childrenHiroko Nakamura, Harvey Gilbert and Michael Robb Perceptual and Motor Skills103:1 (40-50)1 Aug 2006Multidimensional Voice Program Analysis in Profoundly Deaf Children: Quantifying Frequency and Amplitude ControlPaolo Campisi, Aaron J. Low, Blake C. Papsin, Richard J. Mount and Robert V. Harrison International Journal of Pediatric Otorhinolaryngology70:7 (1195-1203)1 Jul 2006Acoustic and perceptual appraisal of speech production in pediatric cochlear implant usersSarah F. Poissant, Kimberly A. Peters and Michael P. Robb Otology & Neurotology27:4 (499-503)1 Jun 2006Change of Phonation Control After Cochlear ImplantationIrena Hocevar-Boltezar, Zora Radsel, Jagoda Vatovec, Branka Geczy, Smilja Cernelc, Anton Gros, Janez Zupancic, Saba Battelino, Bostjan Lavrencak and Miha Zargi Otology & Neurotology27:4 (499-503)1 Jun 2006Change of Phonation Control After Cochlear ImplantationIrena Hocevar-Boltezar, Zora Radsel, Jagoda Vatovec, Branka Geczy, Smilja Cernelc, Anton Gros, Janez Zupancic, Saba Battelino, Bostjan Lavrencak and Miha Zargi Perceptual and Motor Skills103:5 (40)MULTIDIMENSIONAL VOICE PROGRAM ANALYSIS IN PROFOUNDLY DEAF CHILDREN: QUANTIFYING FREQUENCY AND AMPLITUDE CONTROLPAOLO CAMPISI Clinical Linguistics & Phonetics20:9 (691-702)1 Jan 2006Volumetric measurements of vocal tracts for male speakers from different racesSteve An Xue, Grace Jian P. Hao and Robert Mayo Journal of Speech, Language, and Hearing Research48:6 (1334-1343)1 Dec 2005Control of Voice-Onset Time in the Absence of HearingHarlan Lane and Joseph S. Perkell International Journal of Pediatric Otorhinolaryngology69:12 (1635-1640)1 Dec 2005The influence of cochlear implantation on some voice parametersIrena Hocevar-Boltezar, Jagoda Vatovec, Anton Gros and Miha Zargi International Journal of Audiology44:8 (452-465)1 Jan 2005Comparison of the overall intelligibility, articulation, resonance, and voice characteristics between children using cochlear implants and those using bilateral hearing aids: A pilot studyKristiane M. Van Lierde, Bart M. Vinck, Nele Baudonck, Eddy De Vel and Ingeborg Dhooge Journal of Voice18:2 (209-215)1 Jun 2004Voice field measurements—a new method of examination: the influence of hearing on the human voiceMojmı́r Lejska Journal of Communication Disorders37:3 (275-294)1 May 2004Acoustic and perceptual characteristics of vowels produced during simultaneous communicationNicholas Schiavetti, Dale Evan Metz, Robert L. Whitehead, Shannon Brown, Janie Borges, Sara Rivera and Christine Schultz Ear and Hearing24:Supplement (90S-105S)1 Feb 2003Acoustic Characteristics of the Speech of Young Cochlear Implant Users: A Comparison with Normal-Hearing Age-MatesRosalie M. Uchanski and Ann E. Geers Journal of Multilingual Communication Disorders1:2 (99-114)1 Jan 2003Acoustic comparison of CV syllables in French-speaking children with normal hearing, moderate-to-severe and profound hearing impairmentJACK RYALLS, ANNIE LAROUCHE and FRANCINE GIROUX Journal of Speech, Language, and Hearing Research43:2 (441-455)1 Apr 2000Production of Sentence-Final Intonation Contours by Hearing-Impaired ChildrenGeorge D. Allen and Patricia M. Arndorfer Ear and Hearing19:5 (385-393)1 Oct 1998The Effect of Auditory Feedback on the Control of Oral-Nasal Balance by Pediatric Cochlear Implant UsersMario A. Svirsky, David Jones, Mary J. Osberger and Richard T. Miyamoto Alvirda Farmer (1997) Spectrography Instrumental Clinical Phonetics10.1002/9780470699119.ch21 Jun 1997 Journal of Speech, Language, and Hearing Research37:4 (938-951)1 Aug 1994An Investigation of Vowel Organization in Speakers With Severe and Profound Hearing LossHelen A. McCaffrey and Harvey M. SussmanJournal of Speech, Language, and Hearing Research36:5 (1063-1074)1 Oct 1993The Efficacy of Using the IBM Speech Viewer Vowel Accuracy Module to Treat Young Children With Hearing ImpairmentSheila R. Pratt, Anne T. Heintzelman and Susan Ensrud DemingJournal of Speech, Language, and Hearing Research36:3 (488-502)1 Jun 1993Vowel and Diphthong Production by Young Users of Cochlear Implants and the Relationship Between the Phonetic Level Evaluation and Spontaneous SpeechNancy Tye-Murray and Karen Iler Kirk Clinical Linguistics & Phonetics7:2 (95-111)1 Jan 1993Acoustic validation of vowel error patterns in developmental apraxia of speechJulie H. Walton and Karen E. Pollock Journal of Speech, Language, and Hearing Research35:3 (574-579)1 Jun 1992Spectral Study of Deviant Resonance in the Speech of Women Who Are DeafJoanne D. Subtelny, Robert L. Whitehead and Vincent J. Samar Journal of Communication Disorders25:2-3 (165-174)1 Apr 1992Acoustic patterns of an adolescent with multiple articulation errorsLinda I. Shuster, Dennis M. Ruscello and Karen B. Haines Journal of Speech, Language, and Hearing Research35:1 (88-95)1 Feb 1992Acoustic Integrity of Speech Production in Children With Moderate and Severe Hearing ImpairmentJohn Ryalls and Annie LaroucheJournal of Speech, Language, and Hearing Research35:1 (35-44)1 Feb 1992Comparing Tongue Positioning by Normal-Hearing and Hearing-Impaired Children During Vowel ProductionPaul A. Dagenais and Paula Critz-CrosbyJournal of Speech, Language, and Hearing Research34:6 (1423-1435)1 Dec 1991Consonant Lingual-Palatal Contacts Produced by Normal-Hearing and Hearing-Impaired ChildrenPaul A. Dagenais and Paula Critz-CrosbyJournal of Speech, Language, and Hearing Research34:6 (1286-1292)1 Dec 1991Perseveratory Coarticulation in the Speech of Profoundly Hearing-Impaired and Normally Hearing ChildrenShari R. Baum and Robin S. WaldsteinJournal of Speech, Language, and Hearing Research34:6 (1276-1285)1 Dec 1991Anticipatory Coarticulation in the Speech of Profoundly Hearing-Impaired and Normally Hearing ChildrenRobin S. Waldstein and Shari R. BaumJournal of Speech, Language, and Hearing Research34:4 (943-956)1 Aug 1991Teaching Vowels to Profoundly Hearing-Impaired Speakers Using GlossometrySamuel G. Fletcher, Paul A. Dagenais and Paula Critz-CrosbyJournal of Speech, Language, and Hearing Research34:3 (453-459)1 Jun 1991The Establishment of Open Articulatory Postures by Deaf and Hearing TalkersNancy Tye-Murray Journal of Communication Disorders22:5 (317-325)1 Oct 1989Phonological space in the speech of the hearing impairedR.S. Shukla Clinical Linguistics & Phonetics3:1 (71-80)1 Jan 1989Combining displays of EPG and automatic segmentation of speech for clinical purposesAndrea M. Dew, Nancy Glaister and Peter J. Roach Annals of Otology, Rhinology & Laryngology96:3 (322-324)1 May 1987Speaking Fundamental Frequency of Postlingually Profoundly Deaf Adult MenSteven B. Leder, Jaclyn B. Spitzer and J. Cameron Kirchner Journal of Communication Disorders18:4 (259-272)1 Aug 1985Remediation of intonation contours of hearing-impaired studentsMeryl Friedman Revista de Logopedia, Foniatría y Audiología4:1 (37-51)1 Jan 1984Fonética experimental y psicolingüísticaAna María Borzone de Manrique Language and Speech26:3 (233-246)1 Jul 1983Simultaneous Measurements of Vowels Produced by a Hearing-Impaired SpeakerNancy S. Mcgarr and Carole E. Gelfer Journal of Phonetics11:2 (101-115)1 Apr 1983"Compensatory articulation" in hearing impaired speakers: a cinefluorographic studyN. Туе, G.N. Zimmermann and J.A. Scott Kelso Otolaryngologic Clinics of North America16:1 (281-292)1 Feb 1983The Effects of Cochlear Implant Use on Voice ParametersKaren Her Kirk and Bradly J. Edgerton SAMUEL G. FLETCHER (1983) New Prospects for Speech by the Hearing Impaired 10.1016/B978-0-12-608609-6.50007-4 MARY JOE OSBERGER and NANCY S. MCGARR (1982) Speech Production Characteristics of the Hearing Impaired 10.1016/B978-0-12-608608-9.50013-9 D. KIMBROUGH OLLER and REBECCA E. EILERS (1981) A Pragmatic Approach to Phonological Systems of Deaf Speakers 10.1016/B978-0-12-608606-5.50009-0 Journal of Communication Disorders13:6 (419-441)1 Dec 1980The structure of segmental errors in the speech of deaf childrenH. Levitt, H. Stromberg, C. Smith and T. Gold Journal of Communication Disorders13:6 (397-418)1 Dec 1980Speech production in hearing-impaired childrenToni Gold Journal of Communication Disorders11:5 (417-424)1 Sep 1978Improvement in vowel articulation of deaf childrenRandall B. Monsen and Dale H. Shaughnessy Journal of Communication Disorders11:2-3 (293-313)1 Apr 1978The evaluation of a model speech training program for deaf childrenMary Joe Osberger, Andrea Johnstone, Eileen Swarts and Harry Levitt Journal of Communication Disorders11:2-3 (237-247)1 Apr 1978Pitch deviancy and intelligibility of deaf speechNancy S. McGarr and Mary Joe Osberger Journal of Phonetics4:3 (189-198)1 Jul 1976Normal and reduced phonological space: the production of English vowels by deaf adolescentsRandall B. Monsen IEEE Transactions on Audio and Electroacoustics20:1 (35-41)1 Mar 1972Acoustic analysis of deaf speech using digital processing techniquesH. Levitt IEEE Transactions on Audio and Electroacoustics20:1 (3-8)1 Mar 1972Status of speech-analyzing communication aids for the deafJ. Pickett IEEE Transactions on Audio and Electroacoustics20:1 (9-16)1 Mar 1972Tactile pitch displays for the deafT. Willemain and F. Lee Journal of Communication Disorders4:4 (310-316)1 Dec 1971Diagnostic implications of acoustic cry featuresM.Carolyn Jones Richard Luchsinger and Gottfried E. Arnold (1970) Sprachstörungen infolge von Gehörleiden: Audiogene Dyslalie Handbuch der Stimm- und Sprachheilkunde10.1007/978-3-7091-7130-1_16 IEEE Transactions on Audio and Electroacoustics16:2 (227-234)1 Jun 1968Recent research on speech-analyzing aids for the deafJ. Pickett Review of Educational Research36:1 (176-198)1 Feb 1966Chapter X: The Deaf and the Hard of HearingJoseph Rosenstein Volume 29 Issue 2 May 1964 Pages: 156-170 Get Permissions Add to your Mendeley library History Published in issue: May 1, 1964 PubMed ID: 14147499 Metrics Topicsasha-article-typesCopyright & PermissionsCopyright © 1964 American Speech-Language-Hearing AssociationPDF downloadLoading ...
The major purpose of the present systematic review is to critically evaluate the literature on the use of artificial intelligence (AI) with d/Deaf and hard of hearing (d/Dhh) students. It is also of interest to analyze any existing studies on the use of AI to improve the reading skills of these students. In light of limited available investigations, it is important to describe the development of a funded AI reading project to be proffered as a model for future research. The studies reviewed provide various examples of the use of deep learning, machine learning, and AI applications for d/Dhh individuals. These studies are not directly related to reading comprehension. One of the studies examined indicated that an AI-based sign language recognition technique can be used for word and sentence recognition in the future. In addition, it was hypothesized that this technique will help students improve their vocabulary. It was also emphasized that the system not only facilitates alphabet recognition, but also can be extended to the teaching of more complex reading units that form the basis of literacy. In the funded AI reading project model, reading texts were developed for d/Dhh students. The Flesch-Kincaid Grade Level (Turkish version) readability formula was used to determine whether the texts were suitable for the first- and second-grade levels. The model has the potential to serve larger groups of students through more comprehensive databases with its scalable structure.
Students with a visual impairment and a concurring hearing impairment are considered deafblind under the Individuals With Disabilities Education Act (IDEA) of 2004. Deafblindness is not limited to students who are totally blind and profoundly deaf; rather, it ensures that when students have a visual impairment as well as a hearing impairment that impacts their learning, appropriate services are in place for them to receive an appropriate education in the school setting. In the United States, the deafblind intervener model has been implemented in some states, whereby the intervener acts as a communication bridge between the student who is deafblind and the student's teacher, peers, and other school community members. However, because the intervener model is not required by law, it has not been adopted in every school district where students who are deafblind attend, leaving these students and their families without the option of having an intervener. The purpose of this phenomenological study was to explore parents' perspectives when working with their child's deaf-blind intervener. Eight parents of children with deafblindness who have an intervener were interviewed about their experiences with their child's intervener. Findings from this study are presented, along with implications for practice and future research, to inform the field about the benefits associated with students who are deafblind having support from a deafblind intervener. Themes in the areas of awareness, access, and advocacy are highlighted.
Limited access to spoken and signed language is a worldwide phenomenon affecting deaf children. Language delay caused by impeded language acquisition has negative cascading effects on deaf children's learning and development. In the event of stymied language development, deaf students exhibit highly errored writing and commit errors unseen in the writing of hearing students. There is a need for specialized tools to evaluate and monitor the progress of deaf students' written language in ways that can inform instruction. The Structured Analysis of Written Language (SAWL), developed for this purpose, has thus far been used to analyze American students' writing. The objective of this study was to determine if and how the SAWL could be used to evaluate the writing of deaf Chinese students. After establishing a protocol, we piloted the administration of six SAWL variables in analyzing the writing of 11 Chinese and 11 American matched pairs across two genres of writing. Our hypothesis was that the instrument would result in similar outcomes across the groups, which had been carefully matched on hearing, language, and literacy variables. Independent samples t tests revealed that even though the groups differed on two SAWL variables for informative writing (the percentage of complete sentences and the number of words used in perfect t-units [an independent clause and its dependent clause counterparts]), most variables across genres were not statistically significant. Results, limitations, and implications are discussed.
This review reveals the potential application of the Philosophy for Children (P4C) approach, which holds a significant place in the development of language and higher-order thinking skills, for the education of d/Deaf and hard of hearing (d/Dhh) children. The review was conducted with a two-phase approach. In the first phase, 11 research articles encompassing 4,499 participants were systematically reviewed to evaluate studies that determined the effect of P4C on the language and thinking skills of hearing primary school students. The findings established that P4C is an evidence-based practice for developing discourse and language, as well as inquiry skills, and a potentially evidence-based approach for literacy. Moving from the findings of the first phase, a conceptual and pedagogical approach related to the education of d/Dhh children was put forward in the second phase. It was argued that there is a strong theoretical alignment between P4C and frameworks such as the qualitative similarity hypothesis and literate thought. It was concluded that P4C can be a crucial approach for the advanced language use and higher-order thinking skills that d/Dhh children need for academic success. Revealing a significant research gap, the present article outlines an important framework for the integration of P4C into the educational systems of d/Dhh children.
Studies on the reading acquisition of deaf children investigate the similarities and differences in the reading process between these readers and typical hearing readers. There is no consensus on the nature of the reading process among deaf readers, whether they use the same reading processing strategies as typical readers or depend on other strategies to close the gap. The present study aimed to test the types of strategies used to process written words by deaf Arabic readers with prelingual deafness, compared to their hearing peers, and to test the effectiveness of deaf readers' use of these strategies. Three experimental paradigms were tested. The findings indicated that deaf Arabic readers rely on essentially similar processing strategies to those used by hearing readers. However, deaf Arabic readers employ these strategies with significantly less effectiveness. The results are discussed in light of international data.
This review article examined the validity of the qualitative similarity hypothesis (QSH) in the context of Turkish d/Deaf and hard of hearing (d/Dhh) students' reading development. The review discussed the reading processes of both Turkish typically developing (i.e., hearing) students and d/Dhh students in a comparative manner. Since there are no empirical studies directly testing the QSH in the Turkish context and no studies examining the related construct of developmental similarity, indirect discussions were conducted based on the findings of selected studies. The extent to which the QSH aligns with the principles of developmental similarity in cognitive (i.e., use of strategies) and language processes, quantitative variability in performance levels, and timing differences was also discussed. The findings also suggest that d/Dhh students can learn in similar ways to their typically developing peers only if appropriate and sufficient instructional support is provided. More longitudinal and experimental studies and evidence are needed to explain the reading developmental processes of Turkish d/Dhh students based on the principles of the QSH.
Volume 14 2, No. 3, 1997 The Influence of Early Manual Communication on the Linguistic Development of Deaf Children E. Ross Stuckless and Jack W. Birch Program in Special Education and PvE HABILITATION, School op Education, University of Pittsburgh, Pittsburgh, Pennsylvania Effective parent/child communication. Gallaudet University Archives. Part I I. Introduction Educators of the deaf for centuries have been preoccupied with the modes of communication in the classroom that will best serve the deaf student's education and general social adjustment. The concern of many has centered on whether a method of instruction that is strongly orientated to vocalization or a method of instruction that leans toward manual communication is most favorable to the deaf student. In brief, are deaf students best served by the "oral" or by the "simultaneous" method? Each position is logically defensible. The one maintains that the handicap is minimized with the attainment of functional speech, speechreading, and acoustic skills; the other maintains that for many students these skills are presently unattainable, so manual communication represents the best alternative. Controversy has centered primarily on the préadolescent and adolescent deaf student. The prevailing recommendation made to parents of the deaf infant and preschool child has been that they communicate orally with their deaf child, primarily to give him an awareness of language and basic vocal communication skills; yet rarely do the skills become highly developed at this age. Five percent or more of deaf children have deaf parents, many of whom routinely communicate manually in the home. The children of such parents acquire manual communication skills very much as the hearing child develReprinted from Stuckless, E. R, and Birch, J. W. (1966). The influence of early manual communication on the linguistic development of deaf children. American Annals of the Deaf, 111(2), 452-460 (part I), 111(3), 499-504 (part II). The research reported herein was supported by a research contract with the Cooperative Research Program of the Office of Education, U.S. Department of Health, Education, and Welfare. Volume 142, No. 3, 1997 American Annals of the Deaf Influence of Early Manual Communication ops vocal communication skills. The effect of the communication system learned by any child, regardless of the communication mode, seems pronounced and permanent. Since manual communication (fingerspelling excepted ) and vocalized language have little congruency, the child who learns manual communication early may have increased difficulty in shifting to the grammar and lexicon of the English language. On the other hand, the deaf child with early manual communication may have an increased awareness of the significance of language and concepts contingent on language, and an increased resource of knowledge and experiences facilitated by communication . Many teachers of the deaf, on the basis of their empirical information, relate the success of some deaf children in written language and reading to the fact that they have deaf parents who communicate manually in the home; the same teachers attribute poor development of speech and speechreading to the same observation. If, in fact, early manual communication influences the development of linguistic skills in deaf children, whether it be in a positive or an inhibiting direction, then the implication is clear that the establishment of a communication system in the deaf child before he enters school is pertinent to the linguistic success manifest while he is in school. The investigators wish to underscore two points at the outset of this report. First, this investigation was not designed to reveal information on the relative pedagogical merits of the various methods of communication employed in educational programs for deaf children. It limits itself to a study of the influence of a particular communication system learned by some deaf children before they enter school. Second, it is recognized that manual communication might not be the only functional communication system a deaf child can learn before entering school. It may be that children can be taught to vocalize and speechread language with such skill that these communication media become highly functional very early in life. Manual communication was isolated as an independent variable because young deaf children do learn this method of communication with reasonable ease and without formal tutoring. The investigators would encourage additional research on subjects who develop...
This qualitative textual analysis explores the information shared on a social media group for parents of deaf and hard of hearing (DHH) children. The authors sought to investigate the type of information parents of DHH children are seeking and receiving from a community on social media related to their child's development. A thematic analysis was conducted on one month's worth of content from the group, and six major themes emerged from participants' posts and threaded comments. These emerging themes and accompanying subthemes provide insight into the immediate needs of parents of DHH children and may help inform the practice of professionals who work with DHH infants, toddlers, and their families. Results from this study may bring awareness to the concerns of parents with DHH children and help professionals best support them, thereby improving the overall early intervention process.
There are few studies that have explored the Quality of Life (QoL) for deaf adolescents in high school (13-18 years). Following the PRISMA guidelines, this systematic literature review examined peer-reviewed research that has explored QoL for deaf adolescents in high school by using databases such as Science Citation Index, Scopus and Social Science Citation Index in addition to some related journals such as American Annals of the Deaf, the Journal of Deaf Studies and Deaf Education, Ear and Hearing, and Deafness and Education International spanning 14 years (2010-2024). By analysing the titles, abstracts, and keywords and reading full manuscripts, only seven were deemed appropriate for inclusion in this systematic review. All seven studies used quantitative research. This systematic review found that there is a discrepancy between the studies included in the use of measures. The results of the studies are different and some are contradictory. The QoL concept also differed amongst the studies. This study concluded that there is a great need to conduct more research into the QoL of deaf adolescents in high school with diverse research methods and the use of qualitative or mixed research, as well as expanding the scope of studies to include more dimensions in the concept of QoL.
Deaf role models (DRMs) mentor d/Deaf and hard of hearing (d/Dhh) children and their families by sharing their personal experiences of d/Deafness. Ten parents from Australia and New Zealand provided their perspectives on the influence that the inclusion or absence of DRMs had in their lives. Five group experiential themes were identified: DRMs shaping early parental understandings of d/Deafness and clinical interventions, DRMs and hearing allies, DRMs as symbols of representation and normalization, DRMs as valued sources of guidance and holistic support, and DRMs promoting sociolinguistic bilingualism. The findings provide new insights, highlighting the pivotal role of DRMs in reshaping hearing parents' perceptions of d/Deafness, from a medical condition to a culturally rich identity. Policy implications and recommendations include recognizing the importance of early access to DRMs and encouraging a shift from deficit-based thinking to empowerment. The authors position DRMs as key agents in fostering "Deaf gain" and cultural understanding within families.
It is well known that there are not enough American Sign Language-English interpreters in the United States to meet demand. Many interpreters leave the field early in their careers, causing a need for more available, trained, and qualified interpreters. Studies have identified the physical and mental demands of interpreting, as well as burnout, as significant factors contributing to the high turnover rate in the field. Although we are aware of this problem as professionals, we have yet to address why interpreters leave. There is also a need for more setting-specific research over special areas of interpreting, such as in a collegiate environment. This article presents a case study of seven former and current collegiate interpreters and their structural and cultural experiences at a university in the South Central United States. Significant findings include demanding occupational experiences, including the poorly designed contracting structure of the position, a cognitively demanding workload, advocacy and care work roles, and a lack of information and resources.
Children with cochlear implants (CIs) have difficulties developing overall language skills due to a lack of neurological adjustment for multimodality inputs. Fortunately, music perception might play a role in strengthening the connection between auditory and motor perception, as language and music have shared neural mechanisms in the left hemisphere of the brain. This review synthesized the recently peer-reviewed studies on the role of music perception in language development for children with CIs by containing the search on pertinent keywords in eight databases following systematic inclusion rubrics. A total of 17 most relevant studies published between 2014 and 2025 were identified. We analyzed the studies focusing on the special role of music perception linked to improved speech perception in children with CIs and the types of musical training that have been found to be effective in improving speech perception and/or spoken language in children with CIs. We analyzed them by the demographics of the participants, music training methods, and language assessment tools, etc. for language development in children with CIs. We concluded the following two major findings: (1) A strong correlation exists between music perception and language development, especially in children with CIs, and (2) music training can potentially bridge the gap in language performance between children with CIs and those with normal hearing by facilitating crossmodal neuroplasticity. The findings of this synthesis suggest that children with CIs may benefit from music perception in early childhood to strengthen their neuroplasticity through visual-motor connectivity through music. The findings of our systematic review highlight the unique role of music perception in bridging language gaps for children with CIs.
Through in-depth interviews, this qualitative study explored the perceptions of seven teachers of students who are d/Deaf and hard of hearing (D/HH) regarding inclusive and interpreted education. The findings revealed central themes of concern including inadequate support in inclusive placements, communication modality mismatches, and insufficient quality of interpreted education. The teachers' experiences underscore the need for more comprehensive educational support systems and the development of robust support mechanisms to effectively navigate the challenges of inclusive placements for students who are D/HH. Specifically, further attention must be given to improving the qualifications, training, support, and supervision of educational interpreters facilitating education in inclusive settings. These findings have implications for multiple stakeholders, including policymakers, educators, and supportive personnel involved in shaping inclusive education practices to ensure equitable access and the creation of supportive spaces where all students can thrive.
The purpose of this national study was to investigate educational sign language interpreters' participation in collaborative practices and explore potential barriers to interprofessional practice when serving students who are D/deaf or hard of hearing (D/HH). A survey instrument was utilized to solicit information through Likert scales, multiple-choice, and open-ended questions from 591 educational interpreter participants, and data were triangulated with the collection and analysis of 145 formal job descriptions. Potential barriers to collaboration were identified based on themes that emerged in participants' responses to open-ended questions. Results indicated a high level of collaboration and shared responsibility for supporting language development between various members of educational teams serving D/HH students. However, while 93% of educational interpreter participants reported that they consult with other educational professionals regularly, only 79.3% of formal job descriptions distinctly acknowledged collaboration as an expectation of the position, indicating that additional attention may be needed within the field to formalize and support the important process. Frequently reported work conditions considered to be potential barriers to effective collaboration included a lack of designated space for meetings, limited access to preview instructional materials, inadequate preparation time, and a lack of relevant professional development and feedback. Future research is needed to further explore how improving access to such professional resources may sustain or increase collaborative practices, as well as its impact on outcomes of students who are D/HH.
Accessible and inclusive participation in sport can provide significant physical, psychological, and social benefits to Deaf or hard of hearing (D/HH) athletes. To understand how to facilitate these benefits, the researchers explored the lived physical education and sport experiences of D/HH collegiate athletes. Six athletes representing six sports were recruited and interviewed. Utilizing an interpretative phenomenological analysis approach to guide data collection, analysis, and interpretation, the researchers found five major themes: Self-Advocating for Awareness, Finding Meaningful Conversations, Overcoming Challenges, Seeking Community Connection, and Escaping Through Physical Activity. These themes illustrate the influence of accessibility and inclusion on the participants' sport experiences as well as the impact of the disability awareness of their coaches and peers. D/HH athletes and their coaches and teammates should work to overcome barriers to accessibility and inclusion to ensure the maximum benefit of being on a college sports team.
The development of literacy skills of d/Deaf and hard of hearing (d/Dhh) children and adolescents has been a long-standing challenge for educators. There is a need for researchers and scholars to investigate this challenge to proffer evidence-based practices. This systematic review focuses on the development of reading for both d/Dhh and, for comparison purposes, typical (hearing) Turkish students. The components under study are the structures of the Turkish language, specifically the interrelations of phonology, morphology, and reading comprehension. Although it is argued that both phonology and morphology contribute to reading comprehension, these components, particularly morphology, play substantial roles in Turkish, which is an agglutinative language. Available research on both typical (hearing) and d/Dhh students are critically analyzed, and recommendations for further instruction and investigation are proffered.
When an instructional strategy lacks evidence of its effectiveness with certain learner groups, educators can conduct action research in their classroom to determine strategy effectiveness. In the present study, seven preservice teachers of the deaf (TODs) implemented self-graphing interventions with deaf/hard of hearing (DHH) learners to change target on- and off-task behaviors. Preservice teachers were master's-level candidates in a university teacher preparation program. DHH learners were 5-16 years old, attended general education classrooms at their local schools or schools for the deaf, and used multiple forms of communication/language. Candidates successfully completed ABAB design studies, and three candidates collected maintenance data after the interventions were withdrawn. They conducted their studies with high interobserver agreement. All DHH learners changed their target behavior when self-graphing was introduced. This study expands self-graphing evidence from high-incidence disability groups to a diverse group of DHH students.