Peter V. Paul

The Role of Phonology and Phonologically Related Skills in Reading Instruction for Students Who Are Deaf or Hard of Hearing

The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory feedback, Visual Phonics, and Cued Speech. Finally, they present recent intervention studies and proposed procedures to employ phonics-based instruction with students who are deaf or hard of hearing. The authors conclude with the assertion that the teaching of phonologically related skills by means of instructional tools such as Visual Phonics and Cued Speech can and should be incorporated into reading instruction for students who are deaf or hard of hearing. The authors recommend additional research in this important area.

Phonology Is Necessary, but Not Sufficient: A Rejoinder

Paul, wang, trezek, and luckner offer a rebuttal to an article by Allen, Clark, del Giudice, Koo, Lieberman, Mayberry, and Miller published in the same issue of the American Annals of the Deaf (Fall 2009) that is critical of an article by Wang, Trezek, Luckner, and Paul that was published in the Fall 2008 Annals. Major themes from the article by Wang and colleagues are reiterated, and the research and theoretical support for the qualitative-similarity hypothesis is emphasized. In addition, specific assertions made in the four sections of the article by Allen and colleagues, which are mostly overgeneralizations and misunderstandings, are addressed. Finally, concluding remarks regarding the importance of phonology are provided.

The Qualitative Similarity Hypothesis

Evidence is presented for the qualitative similarity hypothesis (QSH) with respect to children and adolescents who are d/Deaf or hard of hearing. The primary focus is on the development of English language and literacy skills, and some information is provided on the acquisition of English as a second language. The QSH is briefly discussed within the purview of two groups of cognitive models: those that emphasize the cognitive development of individuals and those that pertain to disciplinary or knowledge structures. It is argued that the QSH has scientific merit with implications for classroom instruction. Future research should examine the validity of the QSH in other disciplines such as mathematics and science and should include perspectives from social as well as cognitive models.

Models of Classroom Management as Applied to the Secondary Classroom.

(2005). Models of Classroom Management as Applied to the Secondary Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 79, No. 1, pp. 36-39.

Near-Verbatim Captioning Versus Edited Captioning for Students Who Are Deaf or Hard of Hearing: A Preliminary Investigation of Effects on Comprehension

The study assessed the effects of near-verbatim captioning versus edited captioning on a comprehension task performed by 15 children, ages 7–11 years, who were deaf or hard of hearing. The childrens animated television series Arthur was chosen as the content for the study. The researchers began the data collection procedure by asking participants to watch videotapes of the program. Researchers signed or spoke (or signed and spoke) 12 comprehension questions from a script to each participant. The sessions were videotaped, and a checklist was used to ensure consistency of the question-asking procedure across participants and sessions. Responses were coded as correct or incorrect, and the dependent variable was reported as the number of correct answers. Neither near-verbatim captioning nor edited captioning was found to be better at facilitating comprehension; however, several issues emerged that provide specific directions for future research on edited captions.

Integrating Technology and Reading Instruction With Children Who Are Deaf or Hard of Hearing: The Effectiveness of the Cornerstones Project

In a comparison between the Cornerstones approach—a literature-based, technology-infused literacy project—and an instructional method designated the Typical approach, a mixed-method design was used to answer three research questions: (a) Will children who are deaf or hard of hearing demonstrate differences in beginning reading skills as measured by three outcome variables: Identification of Words in Print (or Word Identification), Word Knowledge, and Story Comprehension? (b) Are there carryover effects from the Cornerstones approach to the use of the Typical approach in subsequent experiments? (c) What is the feasibility of using the Cornerstones approach for literacy instruction? There were significant differences between the Typical and Cornerstones approaches in Word Identification and Story Comprehension in Experiments 1 and 2, though none in Word Knowledge or Story Comprehension in Experiment 3. Teacher feedback provided some evidence for the feasibility of using Cornerstones in the classroom.

Introduction: Toward an Understanding of Epistemology and Deafness

The major concept of epistemology—or epistemologies—is discussed, as well as related terms such as paradigm and science. Also covered are two broad paradigms, the clinical and the cultural, that seem to drive theorizing, research, and practice regarding individuals who are d/Deaf or hard of hearing. The two paradigms emanate from different epistemologies and might account for much of the tension in research and practice. Finally, the authors present their view on the nature of scholarly inquiries—namely, that theory, research, and practice should adhere to the principles of a multiparadigmatic science.

Teachers Perceptions of the Social Skills of Adolescents with Hearing Impairment in Residential and Public School Settings

The social–emotional behaviors of 76 adolescents with moderate to profound hearing impairment enrolled in residential and public schools were assessed by their classroom teachers. Each student was rated on two instruments: (1) The Meadow Kendall Social-Emotional Assessment and (2) The Social Skill Rating Scale–Teacher Form. Comparisons were made across two settings that included three educational programs (i.e., two total-communication programs and one oral program) located in two public schools and one residential school. No statistically significant differences were found among the three groups. The findings are discussed relative to previous studies and implications for educational programming for students with hearing impairment.

Literate Thought and Multiple Literacies

Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities to develop a high level of literate thought—that is, the ability to reflect upon information, solve problems, or develop other higher-level critical thinking skills. It is necessary to reconceptualize our current notion of literacy. Students need opportunities to think about complex information through a captured mode other than print—that is, in a speaking and/or signing literacy mode.

Depth of Vocabulary Knowledge and Reading: Implications for Hearing Impaired and Learning Disabled Students.

The most effective vocabulary instruction approaches are those that involve semantic elaboration and semantic fit; some examples are included in this article.