Theoretical Research

Abdulghafoor, M. S., Ahmad, A., & Huang, J. Y. (2015). Literacy Sign Language Application Using Visual Phonics: A Theoretical Framework. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 10(4), 1-18.

Alasim, K. N., & Alqraini, F. M. (2020). Do d/Deaf and Hard of Hearing Children Need Access to a Spoken Phonology to Learn to Read? A Narrative Meta-Analysis. American Annals of the Deaf, 164(5), 531-545.

Andrews, J. F., Byrne, A., & Clark, M. D. (2015). Deaf Scholars on Reading: A Historical Review of 40 Years of Dissertation Research (1973–2013): Implications for Research and Practice. American annals of the deaf, 159(5), 393-418.

Andrews, J. F., & Wang, Y. (2015). The qualitative similarity hypothesis: research synthesis and future directions. American Annals of the Deaf, 159(5), 468-483.

Clark, M. D. (2012). The VL2-spoken language phonological awareness (VL2-SLPA) measure*. Psychology, 3(10), 912-915. Retrieved from http://search.proquest.com/docview/1285239524?accountid=28567

Cook, S.W., and Goldin-Meadow, S. (2006).  The role of gesture learning.  Do children use their Hands to change their minds?  Journal of Cognition and Development, 7, 211-232

Easterbrooks, S. R. (2005). Review of the literature in literacy development and instruction in students who are deaf and hard of hearing. Retrieved from the Deaf Education website: http://www. deafed. net.

Easterbrooks, S. R. (2010). Evidence-based curricula and practices that support development of reading skills. The Oxford handbook of deaf studies, language, and education, 2, 111-126.

Easterbrooks, S. R., & Huston, S. G. (2008). The signed reading fluency of students who are deaf/hard of hearing. Journal of Deaf Studies and Deaf Education, 13(1), 37-54.

Easterbrooks, S. R., Lederberg, A. R., Antia, S., Schick, B., Kushalnagar, P., Webb, M., Connor, C. M. (2015). Reading among diverse DHH learners: what, how, and for whom? American Annals of the Deaf, 159(5), 419-432.

Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008). Emergent Literacy Skills During Early Childhood in Children With Hearing Loss: Strengths and Weaknesses. Volta Review, 108(2).

Easterbrooks, S. R., & Maiorana-Basas, M. (2015). Literacy and Deaf and Hard-of-Hearing Students. Educating Deaf Learners: Creating a Global Evidence Base, 149.

Easterbrooks, S. R., & Stephenson, B. H. (2012). Clues from Research: Effective Instructional Strategies Leading to Positive Outcomes for Students Who Are Deaf or Hard of Hearing. Odyssey: New Directions in Deaf Education,13, 44-49.

Edwards, L. (2010). 28 Learning Disabilities in Deaf and Hard-of-Hearing Children. The Oxford Handbook of Deaf  Studies, Language, and Education, 2, 425.

Eisenberg, L.S., Hammes Ganguly, D., & Johnson, K. (2015). 12 speech recognition skills of children with cochlear implants. Routledge Handbook of Communication Disorders, 134.

Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configurations/

Fitch, Chelsea, “The Effects of Music Instruction on Phonological Awareness in Children with Hearing Impairment” (2014). Masters Theses. Paper 1366. thekeep.eiu.edu

Hall, P.K.  (2007).  Sensory Cuing Techniques, p 219-241.  In Hall, P.K., Jodan. L.S. & Robin, D.A. Developmental Apraxia of Speech: Theory and Clinical Practice, Second Edition.  Austin, TX, Pro-Ed.

International Communication Learning Institute. (1996).  See the sound visual phonics.  Edina, Minnesota: International Communication Learning Institute

Jones, G. (2013). A cross-cultural and cross-linguistic analysis of deaf reading practices in China: case studies using teacher interviews and classroom observations (Doctoral dissertation, University of Illinois at Urbana-Champaign).

Kart, A. N. (2021). The Qualitative Meta-Analysis of Visual Phonics: A Promising Strategy to Teach Reading. Communication Disorders Quarterly. https://doi.org/10.1177/15257401211024536

Kart, A. N. (2022). Systematic review of studies on visual phonics. Communication Disorders Quarterly, 43(4), 261-271.

Kart, A. N. (2023). Visual Phonics: Relevant For All Early Readers, Especially Struggling Readers. Human Research in Rehabilitation, 13(1).

Kart, A. N. (2022). Perspectives of Experts on the Evidence-Based Reading Practices and Visual Phonics (Doctoral dissertation, The Ohio State University).

Kincaid, P. A. T. R. I. C. I. A., & TERESA, M. (2012). Exploring the Use of Auditory and Verbal Strategies and Specific Visual Teaching Systems of Itinerant Teachers of Students who are Deaf and Hard-of-Hearing.

Krammer, C. D. (2007). The effect of the methods of repeated and assisted reading on the reading fluency and comprehension of deaf and hard of hearing students. Unpublished Ph. D., University of Kansas, United States–Kansas,3258688.

Kretschmer, R. E., Wang, Y., & Hartman, M. C. (2010). Did the Preservice Teacher–Generated Studies Constitute Actual Instances of Teacher-Researcher Studies, and Were They Consistent With Notions of Dewey?. American annals of the deaf, 155(2), 144-149.

Kristoffersen, A. E., & Simonsen, E. (2014). Exploring letters in a bimodal, bilingual nursery school with deaf and hearing children. European Early Childhood Education Research Journal, 22(5), 604-620.

LaSasso, C. J., & Crain, K. L. (2015). Reading for deaf and hearing readers: Qualitatively and/or quantitatively similar or different? A nature versus nurture issue. American Annals of the Deaf, 159(5), 447-467.

Laz, L. (2009). Teaching Emergent Literacy Skills to Students with Autism. Selected Special Education and Early  Childhood Education Graduate Projects, 4.

Lederberg, A. R., Miller, E. M., Easterbrooks, S. R., & Connor, C. M. (2014). Foundations for literacy: An early literacy intervention for deaf and hard-of-hearing children. Journal of deaf studies and deaf education, 19(4), 438-455.

Liu, H. T., Andrews, J. F., & Liu, C. J. (2014). Literacy and Deaf Students in Taiwan: Issues, Practices and Directions for Future Research: Part II. Deafness & Education International, 16(1), 23-36.

Luckner, J. L. (2013). Using the dynamic indicators of basic early literacy skills with students who are deaf or hard or hearing: perspectives of a panel of experts. American Annals of the Deaf, 158(1), 7-19.

Mayer, C., & Trezek, B. J. (2014). Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology. American Annals of the Deaf, 159(4), 359-371.

Mayer, C., & Trezek, B. J. (2015). Early literacy development in deaf children. Oxford University Press.

Miller, E. M., Lederberg, A. R., & Easterbrooks, S. R. (2013). Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children.Journal of deaf studies and deaf education, 18(2), 206-227.

Montgomery, J. (2008).  Dave Krupke:  What exactly is Visual Phonics?  Communication Disorders Quarterly, 29, 177-183

Montgomery, J. L. (2013). A Case Study of the Preventing Academic Failure Orton-Gillingham Approach with Five Students who are Deaf or Hard of Hearing: Using the Mediating Tool of Cued Speech (Doctoral dissertation, COLUMBIA UNIVERSITY).

Moores, D. F. (2013). One Size Does Not Fit All: Individualized Instruction in a Standardized Educational System. American Annals of the Deaf, 158(1), 98-103.

Morrison, D., Trezek, B.J., and Paul, P.V. (2008).  Can you see that sound?  A rationale for a multisensory tool for struggling readers. Balanced Reading Instruction, Spring, 2008, 11-26

Narr, R.F., and Cawthon, S. W. (2010).  The “wh” questions of Visual Phonics:  What, who, where, when, and why.  Journal of Deaf Studies and Deaf Education, 15, 1-15

Nussbaum, D, Waddy-Smith, B. and Doyle, J. (2012). Students who are deaf and hard of hearing and use sign language: considerations and strategies for developing spoken language and literacy skills. Seminars in Speech & Language, 33, 310-321.

Nussbaum, D., Chisholm, G., Galloway, R., Dzime-Assison, V., & Doyle, J. (2017). High School Students with Cochlear Implants: Coming Together for Success. Odyssey: New Directions in Deaf Education, 18, n24-27.

Paul, P. V. (2014). In Praise of Doubt and Systematic Inquiry. American Annals of the Deaf, 159(4), 305-311.

Paul, P. V. (2015). In Praise of Doubt and Systematic Inquiry: Conclusion.American annals of the deaf, 159(5), 387-392.

Rambeau, J. (2015). Bridging Theories of Phonological Awareness for Deaf and Hard of Hearing Children: Perspectives from Verbotonal Specialists in the United States.

Rees, R., & Bladel, J. (2013). Effects of English Cued Speech on Speech Perception, Phonological Awareness and Literacy: A Case Study of a 9-Year-Old Deaf Boy Using a Cochlear Implant. Deafness & Education International,15(4), 182-200.

Schirmer, B. R., & Schaffer, L. (2010). Implementation of the guided reading approach with elementary school deaf students. American annals of the deaf,155(3), 377-385.

Schirmer, B. R., & Williams, C. (2010). 8 Approaches to Reading Instruction.The Oxford handbook of deaf studies, language, and education, 1, 115.

Scott, Jessica A. 2015. Beyond the Fourth Grade Glass Ceiling: Understanding Reading Comprehension Among Bilingual/Bimodal Deaf and Hard of Hearing Students. Doctoral dissertation, Harvard Graduate School of Education.

Seo, C., & Kim, D. I. (2010). Teaching phonological awareness skill to students with hearing impairment: Current perspectives.

Sibon-Macarro, T., Abou-Rjaily, K., Stoddard, S., Sandigo, A., Peterson, P., & Ross, V. (2014). Rural Perspectives of Models, Services, and Resources for Students with Hearing Impairments. Rural Special Education Quarterly, 33(4), 24.

Snow, M. and Morrison, D. (1991). See the Sound: Eliminating phonetic roadblocks to literature. Presentation at the Northern Plains Regional Conference of the International Reading Association, Minneapolis, Minnesota, October 18, 1991

Spencer, L. J., & Tomblin, J. B. (2009). Evaluating phonological processing skills in children with prelingual deafness who use cochlear implants. Journal of Deaf Studies and Deaf Education, 14(1), 1-21.

Spychala, H. (2011). The effectiveness of a phonics-based early reading package for preschool children who are deaf or hard of hearing (Master’s thesis, Missouri State University)

Timmons, R.A., and Wright, M. (2012).  Small group phonics:  The impact of small group interventions on at-risk reader’s phonics skills.  http:\\www.appstate.edu/~koppenhaven/rcoe/s12/5040/c

Trezek, B., & Mayer, C. (2019). Reading and deafness: State of the evidence and implications for research and practice. Education Sciences, 9(3), 216.

Trezek, B., Mayer, C., & Wang, Y. (2020). 20 Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings. The Oxford Handbook of Deaf Studies in Literacy, 281. Trezek, B.J., Wang, Y., and Paul, P. (2008).  Reading and Deafness—Theory, Research, and Practice.  Delmar Cengage Learning, Clifton Park, N.Y.

Trussell, Jessica W., “Effects of Morphographic Instruction on Deaf and Hard-of-Hearing Students’ Morphographic Analysis Skills.” Dissertation, Georgia State University, 2014.

Tucci, S. L., Trussell, J. W., & Easterbrooks, S. R. (2014). A Review of the Evidence on Strategies for Teaching Children Who Are DHH Grapheme–Phoneme Correspondence. Communication Disorders Quarterly, 1525740114523776.

van Staden, A. (2013). An evaluation of an intervention using sign language and multi-sensory coding to support word learning and reading comprehension of deaf signing children. Child Language Teaching and Therapy, 0265659013479961.

Waddy-Smith, B., and Wilson, V. (2003).  See that sound:  Visual Phonics for deaf children.  Odyssey, 5, 14-17

Wang, Y. (2010). Without boundaries: An inquiry into Deaf epistemologies through a metaparadigm. American annals of the deaf, 154(5), 428-434.

Wang, Y., Engler, K. S., & Oetting, T. L. (2014). Expectations Lead to Performance: The Transformative Power of High Expectations in Preschool. Odyssey: New Directions in Deaf Education, 15, 36-39.

Wang, Y., Trezek, B., Luckner, J., and Paul, P. (2008).  The role of phonology and phonological-related skills in reading instructions for students who are deaf or hard-of-hearing.  American Annals of the Deaf, 153, 100-122

Wauters, L., & de Klerk, A. (2014). Improving Reading Instruction to Deaf and Hard-of-Hearing Students. Bilingualism and Bilingual Deaf Education, 242.

Williams, C., & Mayer, C. (2015). Writing in Young Deaf Children. Review of Educational Research, 0034654314564882.

Woosley, M.L., Satterfield, S.T., and Roberson, L. (2006).  Visual Phonics:  An English code buster.  American Annals of the Deaf, 151, 452-457