This study examined the reading comprehension profiles, and the related linguistic and cognitive skills, of 146 Chinese students in Grades 3-9 who are deaf or hard of hearing (d/Dhh). Employing a rigorous regression approach, the current study identified 19 unexpected poor comprehenders, 24 expected average comprehenders, and 16 unexpected good…

The language of instruction for Deaf children in the American educational system has long been the subject of debate: Should Deaf children learn language via American Sign Language (ASL), English-based visual communication systems, or spoken English only? It has long been the practice of the standard epistemology to encourage the use of verbal…

State frameworks and national standards are explicit about the mathematics content that students must master at each grade level. Although the Individuals with Disabilities Education Act and the No Child Left Behind Act mandate that students who are deaf or hard of hearing and communicate in sign language have access to this content, evidence…

This article presents the findings of an empirical comparative study in the Nelson Mandela Metropole investigating the difference between the written English of deaf children and the written English of hearing children and makes recommendations on how to improve the writing of deaf children. The psycholinguistic approach was used for the…

In the present study we examined the effect of hearing status on reading vocabulary development. More specifically, we examined the change of lexical competence in children with hearing loss over grade 4-7 and the predictors of this change. Therefore, we used a multi-factor longitudinal design with multiple outcomes, measuring the reading…