Applied deaf aesthetics toward transforming deaf higher education.

Deaf aesthetics is a theoretical framework we actualized to enhance interactions in deaf education, particularly via multimodal pedagogy and curricular experiences. Prior research illustrates that deaf aesthetics are desired by deaf teachers and students who are deaf; however, most instructional-delivery formats lack these supports. The present mixed-methodology, multi-method case study is an empirical evaluation of how deaf aesthetics contributed to the process of redesigning a course, including major revisions to instructional slide decks (e.

The Sound Access Parent Outcomes Instrument (SAPOI): Construction of a new instrument for children with severe multiple disabilities who use cochlear implants or hearing aids.

Objective: To report on the Phase 2 development of the Sound Access Parent Outcomes Instrument (SAPOI), a new instrument focused on formalizing outcomes that parents of children with severe multiple disabilities (SMD) who use amplification prioritize as important.

Methods: Phase 2 of this project involved item selection and refinement of the SAPOI based on (a) Phase 1 study participant input, (b) clinical specialist feedback, and (c) test-retest instrument reliability. Phase 1 participant responses were utilized to construct a draft version of the SAPOI.

Who does what to whom: introduction of referents in children's storytelling from pictures.

Purpose: This article describes the development of a measure, called First Mentions (FM), that can be used to evaluate the referring expressions that children use to introduce characters and objects when telling a story.

Method: Participants were 377 children ages 4 to 9 years (300 with typical development, 77 with language impairment) who told stories while viewing 6 picture sets. Their first mentions of 8 characters and 6 objects were scored as fully adequate, partially adequate, inadequate, or not mentioned.

Revisiting the "simple view of reading" in a group of children with poor reading comprehension.

According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological awareness to reading comprehension beyond the effects of D and C.

Innovative programs for improvement in reading through cognitive enhancement: a remediation study of Canadian First Nations children.

Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out cognitive-based reading enhancement program (PREP).

Retelling a script-based story: do children with and without language impairments focus on script and story elements?

Purpose: The script frameworks model (R. Schank, 1975) and causal network model (T. Trabasso & L.