American annals of the deaf Journal Impact Factor & Information

Publisher: Convention of American Instructors of the Deaf; Conference of Superintendents and Principals of American Schools for the Deaf; Conference of Executives of American Schools for the Deaf; Conference of Educational Administrators Serving the Deaf, Gallaudet University Press

Journal description

For 150 years, the American Annals of the Deaf, has been a professional journal dedicated to quality in education and in related services for children and adults who are deaf and hard of hearing. The Annals publishes articles about deaf education and recent research into trends and issues in the field of deafness.

Current impact factor: 0.88

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 0.324

Additional details

5-year impact 0.75
Cited half-life >10.0
Immediacy index 0.04
Eigenfactor 0.00
Article influence 0.22
Website American Annals of the Deaf website
Other titles American annals of the deaf, AAD, A.A.D
ISSN 0002-726X
OCLC 5695496
Material type Periodical, Internet resource
Document type Journal / Magazine / Newspaper, Internet Resource

Publisher details

Gallaudet University Press

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Eligible UK authors may deposit in OpenDepot
    • Publisher's version/PDF cannot be used
  • Classification

Publications in this journal

  • American annals of the deaf 10/2015; 160(4):344-346. DOI:10.1353/aad.2015.0031
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    ABSTRACT: deaf and hard of hearing (DHH) adolescents and young adults with disabilities (DWD) are a highly diverse group who may also demonstrate a range of functional limitations. These present unique challenges to professional efforts to provide high-quality transition services. Despite these issues, a majority of this population has cognitive abilities within the typical range, and therefore, their transition expectations should be commensurately high in comparison to those of their DHH peers. Research-based transition practices offer a range of interventions, and although none have been validated with DHH or DWD students, several provide important foundational learning opportunities. Yet their implementation will require modifications with programming and expertise beyond what is available in most school districts. Use of a multilevel, ecological framework and person-centered planning offers systematic strategies for increasing access to transition resources and supports to address these unique needs and lead to successful adulthood.
    American annals of the deaf 10/2015; 160(4):395-414. DOI:10.1353/aad.2015.0028
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    ABSTRACT: students who are deaf with a disability or disabilities (DWD) constitute nearly half of the population of K-12 learners who are deaf or hard of hearing. However, there is a dearth of information on theory, research, and practice related to these learners. The authors present an overview of (a) how the field of education of students who are D/deaf and hard of hearing might refer to this unique population in a way that represents the learner, not the disability; (b) the demographic data that further define these learners; (c) a theoretical framework within which to guide research and practice; (d) prevalence and frequency of the existing research; and (e) the practices and resources available to guide practitioners and the parents of students who are DWD. Questions are posed to the field on how to continue to improve the theory, research, and pedagogy used with these students.
    American annals of the deaf 10/2015; 160(4):347-355. DOI:10.1353/aad.2015.0033
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    ABSTRACT: findings are presented from communication intervention research in three areas related to deafness with disability (DWD): D/deaf and hard of hearing (DHH) with (a) intellectual disability, (b) autism spectrum disorders, (c) deafblindness. Early identification, prevalence, theoretical perspectives, and evidence-based practices are discussed. Developmental theory, behavioral theory, and social-interactionism theory undergird many assessment and intervention practices in communication. The tri-focus framework and the four aspects of communication are useful frameworks. While communication research is a relative strength in the deafblindness field, a dire need exists for research in the other two DWD areas. Across all DWD areas there is a need for interventions addressing receptive language. Effective communication and language intervention can only occur when children who are DWD are identified early, placed in individually suitable classrooms with appropriately prepared professionals, and provided with services that build on their strengths and meet their needs.
    American annals of the deaf 10/2015; 160(4):368-384. DOI:10.1353/aad.2015.0035
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    ABSTRACT: earlier identification has increased the number of infants identified with hearing loss. A significant and growing proportion of children who are D/deaf or hard of hearing have a disability (DWD). Literature related to infants and toddlers who are DWD is scarce because of the heterogeneity of the population and because many disabilities may go undiagnosed until a child is older. Service availability, professional preparation, and use of evidence-based practices must improve to best meet the needs of these children and their families. An examination of theory, research, and practice in early intervention for children who are DWD revealed a lack of qualified professionals and a need for targeted instruction in teacher preparation programs and for technological advances paired with treatment (e.g., telepractice). Increased transdisciplinary collaboration and technology utilization in teacher preparation hold promise as ways of improving service provision to young children who are DWD.
    American annals of the deaf 10/2015; 160(4):356-367. DOI:10.1353/aad.2015.0034

  • American annals of the deaf 10/2015; 160(4):339-343. DOI:10.1353/aad.2015.0029
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    ABSTRACT: The present study examined the efficacy of using an informal reading inventory to assess literacy levels in elementary-age deaf students, grades 3-5: the period when the gap between deaf and hearing learners often begins to widen, and the need to identify and remediate specific skill deficits becomes increasingly imperative. Emphasis was placed on exploring how results of a formative assessment can inform instruction across a variety of literacy skills (e.g., word identification, reading accuracy, reading fluency, reading comprehension, writing) and among a broad range of learners. A case study approach is used to present in-depth overviews of the performance profiles of three students; also, instructional implications of the findings are discussed. The results illustrate how an informal reading inventory can be used to design interventions that are differentiated and targeted based on identified needs in both the code- and language-related domains of literacy skill development.
    American annals of the deaf 08/2015; 160(3):289-302. DOI:10.1353/aad.2015.0025
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    ABSTRACT: In deaf education , the sign language skills of teacher and interpreter candidates are infrequently assessed; when they are, formal measures are commonly used upon preparation program completion, as opposed to informal measures related to instructional tasks. Using an informal picture storybook task, the authors investigated the receptive and expressive narrative sign language skills of 10 teacher and interpreter candidates in a university preparation program. The candidates evaluated signed renditions of two signing children, as well as their own expressive renditions, using the Signed Reading Fluency Rubric (Easterbrooks & Huston, 2008) at the completion of their fifth sign language course. Candidates' evaluations were compared overall and across 12 sign language indicators to ratings of two university program professors. Some variation existed across ratings for individual indicators, but generally the candidates were aware of and could accurately rate their own abilities and those of two signing children.
    American annals of the deaf 08/2015; 160(3):316-33. DOI:10.1353/aad.2015.0027
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    ABSTRACT: The study investigated how social and emotional learning (SEL) is reflected in the attitudes, beliefs, and practices of itinerant teachers of the deaf and hard of hearing (ITDHHs). A mixed-methods approach was taken to survey 53 ITDHHs about their comfort with teaching SEL, commitment to ongoing professional development in SEL skills, and perceptions of SEL in school cultures. Follow-up interviews with 11 ITDHHs provided a deeper perspective on how these teachers prioritize and teach SEL skills within their unique teaching role. Overall, the findings revealed that ITDHHs overwhelmingly recognized the need to provide SEL support to their students, and very often provided direct teaching of SEL skills. However, they did not necessarily feel adequately prepared, nor supported by their schools, in terms of teaching SEL. Implications of the findings for professional preparation and practice are discussed.
    American annals of the deaf 08/2015; 160(3):273-88. DOI:10.1353/aad.2015.0024
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    ABSTRACT: In a qualitative study conducted in the southern United States, the researchers explored the perceptions of seven itinerant teachers of students who are deaf or hard of hearing regarding the formation and maintenance of collaborative relationships during consultation services the teachers provide to general educators. The researchers used the theoretical construct of collaboration proposed by Friend and Cook (1990, 2007) in the analysis of interviews. It was found that itinerants employed elements of collaboration as outlined by Friend and Cook and that these teachers regarded these collaborative relationships as essential to fulfilling their consultative responsibilities. However, as the itinerant teachers strived to establish and maintain collaborative relationships, they faced barriers related to time constraints, insufficient administrative support, and variable perceptions of the necessity of collaborating with general educators.
    American annals of the deaf 08/2015; 160(3):255-72. DOI:10.1353/aad.2015.0023
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    ABSTRACT: The Advancement of deaf education and services in numerous developing countries can be traced to the pioneering efforts of many Gallaudet University alumni. In Africa, for instance, the work of one such great alumnus, Dr. Andrew Foster, stands out. Foster is credited with efforts that resulted in the establishment of over 30 educational institutions for the deaf in different countries in that continent. This article focuses on educational programs and services for deaf people in Nigeria that were made possible by the efforts of Foster and other Gallaudet University alumni he mentored. The authors describe the current condition and challenges of deaf education, as well as implications for strategies that could enhance education and related services provided to deaf people in Nigeria.
    American annals of the deaf 07/2015; 160(2):75-83. DOI:10.1353/aad.2015.0020

  • American annals of the deaf 06/2015; 160(1):7-8.
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    ABSTRACT: In this, the first article in the American Annals of the Deaf special issue on English reading development for individuals who are d/Deaf and hard of hearing, the coeditors aim to promote interdisciplinary dialogue among researchers regarding literacy research with d/Deaf and hard of hearing (d/Dhh) students by setting the tone for an open and inclusive forum. Researchers from various disciplines are invited to discuss the similarities and differences between students who are d/Dhh and their typically developing hearing peers in terms of aspects such as reading process, reading development, and reading assessment. Challenges related to the acquisition of language and literacy by d/Dhh students are described. The article highlights the purpose of the special issue, which is to explore what works where, when, why, and for whom.
    American annals of the deaf 09/2014; 159(4):319-22. DOI:10.1353/aad.2014.0028
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    ABSTRACT: Quarter century ago, Hanson (1989) asked, "Is reading different for deaf individuals?" (p. 85). Appealing to evidence available at the time, she argued that skilled deaf readers, like their hearing counterparts, relied on their knowledge of English structure, including phonological information. This perspective on the role phonology plays in the reading process for deaf learners continues to generate much debate in the field, and little consensus exists on whether it is a necessary aspect of learning to read for this population. The present article revisits this question in terms of what is known about phonology and reading in typically developing learners, and in light of two reviews of the research from the field of deafness. The authors conclude that there is stronger empirical evidence for the argument for a relationship between phonology and reading in the population of deaf readers than for the counter-argument.
    American annals of the deaf 09/2014; 159(4):359-71. DOI:10.1353/aad.2014.0032
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    ABSTRACT: In a qualitative meta-analysis, the researchers systematically reviewed qualitative and quantitative meta-analyses on reading research with PK-12 students published after the 2000 National Reading Panel (NRP) report. Eleven qualitative and 39 quantitative meta-analyses were reviewed examining reading research with typically developing hearing students, special education hearing students (including English Language Learners), and d/Deaf or hard of hearing (d/Dhh) students. Generally, the meta-analysis yielded findings similar to and corroborative of the NRP's. Contradictory results (e.g., regarding the role of rhyme awareness in reading outcomes) most often resulted from differing definitions of interventions and their measurements. The analysis provided evidence of several instructional approaches that support reading development. On the basis of the qualitative similarity hypothesis (Paul, 2010, 2012; Paul & Lee, 2010; Paul & Wang, 2012; Paul, Wang, & Williams, 2013), the researchers argue that these instructional strategies also should effectively support d/Dhh children's reading development.
    American annals of the deaf 09/2014; 159(4):323-45. DOI:10.1353/aad.2014.0029
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    ABSTRACT: Brief review is provided of recent research on the impact of early visual language exposure on a variety of developmental outcomes, including literacy, cognition, and social adjustment. This body of work points to the great importance of giving young deaf children early exposure to a visual language as a critical precursor to the acquisition of literacy. Four analyses of data from the Visual Language and Visual Learning (VL2) Early Education Longitudinal Study are summarized. Each confirms findings from previously published laboratory findings and points to the positive effects of early sign language on, respectively, letter knowledge, social adaptability, sustained visual attention, and cognitive-behavioral milestones necessary for academic success. The article concludes with a consideration of the qualitative similarity hypothesis and a finding that the hypothesis is valid, but only if it can be presented as being modality independent.
    American annals of the deaf 09/2014; 159(4):346-58. DOI:10.1353/aad.2014.0030