Researchers examining the structure of questions in signed languages, often using elicited data from informants, have proposed that there are specific manual and nonmanual actions produced by signers to indicate different question types (e.g., Zeshan 2004), for example, raised eyebrows for polar questions. In the current study, we add to this body…

Between 30 and 50% of individuals with Autism Spectrum Disorder (ASD) do not develop vocal language deemed functionally acceptable to meet their daily communication needs. As a result, individuals with ASD may require intervention alternatives to vocal speech, such as augmentative and alternative communication (AAC). However, very little is known…

Signing systems that attempted to represent spoken language via manual signs -- some invented, and some borrowed from natural sign languages -- have historically been used in classrooms with deaf children. However, despite decades of research and use of these systems in the classroom, there is little evidence supporting their educational…

Deaf and hard-of-hearing (DHH) literature, including the reading behaviour of Deaf adults, suggests that Teachers of the deaf (TODs) read different amounts of text during read alouds to DHH prereaders based on the spoken and visual communication modes DHH prereaders use, such as: American Sign Language (ASL), only spoken English (speech),…

Deafblind readers are heterogeneous in reading skill acquisition. This qualitative study uses in-depth interviews and protocol analyses and queries the three deafblind adult participants in describing their metacomprehension, metacognitive and metalinguistic strategies used when reading different types of text. Using retrospective analysis, the…