DHH and L2 college students' knowledge of English resultatives and depictives.

College-level deaf and hard-of-hearing (DHH) students and hearing students of English as a Second Language (L2) along with hearing native speakers (NS) of English were assessed in their knowledge of English resultative and depictive sentences. In "Kevin wiped the table clean," the resultative phrase "clean" indicates that the table became clean as a result of Kevin wiping it. In "Megan drove the car drunk," the depictive phrase "drunk" describes Megan's state throughout the entire event of driving.

Academic verb knowledge of DHH college students and their hearing peers.

This study addressed the critical gap in research on the academic English vocabulary knowledge of deaf and hard-of-hearing (DHH) students at the college level, with a specific focus on academic English verbs. An English vocabulary test was developed to assess knowledge of academic verbs at three distinct corpus-defined lexical frequency ranges. The test was administered to the DHH students along with two comparison groups of college peers-students of English as an Additional Language (EAL)1 and hearing native-English-speaking students.

Deaf students' knowledge of subtle lexical properties of transitive and intransitive English verbs.

Deaf learners' acquisition of fundamental lexical properties of high-frequency English verbs related to transitivity and intransitivity was examined, including the subtle distinction between unergative and unaccusative verbs. A 140-item sentence acceptability rating scale was used to assess this lexical knowledge in deaf college students at two English proficiency levels, plus a control group of hearing native English speakers. Hypotheses addressed the influence of relative derivational complexity and overall English proficiency on verb acquisition.

Personal factors that influence deaf college students' academic success.

Research tells us that academic preparation is key to deaf students' success at college. Yet, that is not the whole story. Many academically prepared students drop out during their first year.

Semantic and pragmatic factors influencing deaf and hearing students' comprehension of english sentences containing numeral quantifiers.

This research contrasted deaf and hearing students' interpretive knowledge of English sentences containing numeral quantifier phrases and indefinite noun phrases. A multiple-interpretation picture task methodology was used to assess 305 participants' judgments of the compatibility of sentence meanings with depicted discourse contexts. Participants' performance was assessed on the basis of hearing level (deaf, hearing) and grade level (middle school, high school, college).

Visual input enhancement via essay coding results in deaf learners' long-term retention of improved English grammatical knowledge.

This study explored the efficacy of visual input enhancement, specifically essay enhancement, for facilitating deaf college students' improvement in English grammatical knowledge. Results documented students' significant improvement immediately after a 10-week instructional intervention, a replication of recent research. Additionally, the results of delayed assessment documented students' significant retention of that improvement five and a half months beyond the instructional intervention period.

Visual spatial representation in mathematical problem solving by deaf and hearing students.

This research examined the use of visual-spatial representation by deaf and hearing students while solving mathematical problems. The connection between spatial skills and success in mathematics performance has long been established in the literature. This study examined the distinction between visual-spatial "schematic" representations that encode the spatial relations described in a problem versus visual-spatial "pictorial" representations that encode only the visual appearance of the objects described in a problem.

Deaf college students' mathematical skills relative to morphological knowledge, reading level, and language proficiency.

This study of deaf college students examined specific relationships between their mathematics performance and their assessed skills in reading, language, and English morphology. Simple regression analyses showed that deaf college students' language proficiency scores, reading grade level, and morphological knowledge regarding word segmentation and meaning were all significantly correlated with both the ACT Mathematics Subtest and National Technical Institute for the Deaf (NTID) Mathematics Placement Test scores. Multiple regression analyses identified the best combination from among these potential independent predictors of students' performance on both the ACT and NTID mathematics tests.

Focus-on-form instructional methods promote deaf college students' improvement in English grammar.

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many focus-on-form methods lend themselves to visual presentation. This article reports the results of classroom research on the visually based implementation of focus-on-form methods with deaf college students learning English.

Deaf college students' comprehension of relational language in arithmetic compare problems.

In this study of deaf college students' performance solving compare word problems, relational statements were either consistent or inconsistent with the arithmetic operation required for the solutions. The results support the consistency hypothesis Lewis and Mayer (1987) proposed based on research with hearing students. That is, deaf students were more likely to miscomprehend a relational statement and commit a reversal error when the required arithmetic operation was inconsistent with the statement's relational term (e.

Mathematics word problem solving for deaf students: a survey of practices in grades 6-12.

One hundred and thirty-three mathematics teachers of deaf students from grades 6-12 responded to a survey on mathematics word problem-solving practices. Half the respondents were teachers from center schools and the other half from mainstream programs. The latter group represented both integrated and self-contained classes.

The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level.

This study extends the findings of Gaustad, Kelly, Payne, and Lylak (2002), which showed that deaf college students and hearing middle school students appeared to have approximately the same morphological knowledge and word segmentation skills. Because the average grade level reading abilities for the two groups of students were also similar, those research findings suggested that deaf students' morphological development was progressing as might be expected relative to reading level. This study further examined the specific relationship between morphologically based word identification skills and reading achievement levels, as well as differences in the error patterns of deaf and hearing readers.

Comparing deaf and hearing college students' mental arithmetic calculations under two interference conditions.

Deaf and hearing college students' mean reaction times (RTs) were compared on a mental calculation task in which they had to verify the accuracy of solutions to addition and multiplication problems. The deaf students were divided into higher and lower readers. Higher deaf readers and hearing students had similar RTs and accuracy on addition problems; their RTs were greater in the voicing interference mode than in the manual tapping interference mode.

Deaf and hearing students' morphological knowledge applied to printed English.

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes.