Comparison of deaf students' performance on Gallaudet University's English Placement Test found that those students involved in classes using materials from the Electronic Networks for Interaction (ENFI) project, which affords considerable practice in English, performed significantly better or showed significant improvement in some test areas than…

Describes the day-to-day mechanics, including course objectives, classroom procedures, and grading of the Personalized System of Instruction for teaching English composition skills to deaf college students. Also discusses the advantages and disadvantages of the system. (EKN)

Gives the text of an interview with James Woodward on the use of American Sign Language in the classroom. Also discusses the teaching of English in deaf and hearing situations. Available from the English Department, Gallaudet College, Washington, DC 20002. (EKN)

Discusses how to use currently available standard ESL material with deaf students. Available from the English Department, Gallaudet College, Washington, DC 20002. (EKN)

Examines the status and methods of bilingual education for deaf children, involving the teaching of a signed language, and compares such education to bilingual education involving two spoken languages. (Author/CB)

Discusses the use of dialog journals (where students write down their thoughts and questions and give the journals to their teacher for response) to help college-level deaf students master the skills necessary to read advanced textbooks written in English. The journals enable a teacher to ascertain a student's weaknesses and strengths. (SED)

Examines the acquisition of grammar principles by deaf and second language students. Also discusses error correction and how to decide what should be taught in the classroom. Available from the English Department, Gallaudet College, Washington, DC 20002. (EKN)

Explores deaf students' difficulty in reading and understanding mathematics word problems, pointing out word problems' syntax and form differences from traditional reading materials. (18 references) (CB)

Describes the organizational and linguistic skills that enable a reader, first, to interpret the statements in a text and their relationship to each other, and second, to judge the relative importance of these statements. Considers the interrelation between the two types of skills and how this applies to instructional strategies. (SED)

Describes the growth of Seeing Essential English (SEE) and suggests that the use of SEE in several school districts is responsible for students' high scores on two tests of English understanding. Advises further research to gauge the contribution of SEE. (EKN)

The Electronic Networks for Interaction (ENFI) Project, begun at Gallaudet University in 1985, is described. It uses a local area computer network within a classroom for real-time written communication. The impact of ENFI on hearing-impaired students' writing is discussed. (12 references) (LB)

Briefly examines some of the explanations of low reading achievement among deaf children and suggests that, instead of the traditional explanations that focus on the characteristics of the deaf, environmental factors and the quality and quantity of reading instruction may significantly contribute to reported low achievement levels. (CB)

A literacy program for deaf adults is described including recruitment methods, assessment protocol, training methods and materials, and results of training on job-related and functional literacy skills. The program is housed in an existing literacy center on the Southwest Missouri State University campus. (24 references) (LB)

Discusses the creation and design of a course which concentrated solely on English vocabulary derived from Latin which was to be taught to deaf students at Gallaudet College. Stanford Achievement Test results showed that a majority of the students benefited remarkably from one semester of Latin vocabulary. (SED)

Examines the type of communication that reading/English teachers use in the classroom to teach English to hearing-impaired students and the important background variables that influence the type of communication these teachers prefer. Teaching implications involving deaf students' acquisition of English and future research is explored. (GLR)