American annals of the deaf (AM ANN DEAF )

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


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.

  • Impact factor
  • 5-year impact
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    American Annals of the Deaf website
  • Other titles
    American annals of the deaf, AAD, A.A.D
  • ISSN
  • OCLC
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publications in this journal

  • [show abstract] [hide abstract]
    ABSTRACT: A literature review identified various kinds of altruism, including altruism devoted to social change and a charitable form of altruism, along with the concept that it is possible for these types to occur independently or simultaneously. A study was conducted with university students in a Deaf studies program to determine the effect of a service-learning experience on the development of altruistic behaviors. Students in a course titled "Social Services in the Deaf Community" responded to a questionnaire measuring their attitudes toward serving the community before and after they participated in an off-campus experience volunteering with organizations that served or could serve the Deaf community. The results indicated significant changes in students' attitudes regarding their ability to make a difference in society, and strongly suggest a positive correlation between service-learning experiences and development of "civic responsibility" altruistic behaviors among Deaf studies students volunteering in the community.
    American annals of the deaf 01/2013; 157(5):413-27.
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    ABSTRACT: The effective initial preparation and ongoing support of teachers of students who are deaf and hard of hearing has always been a difficult and controversial task. Changes in student demographic characteristics and educational settings, combined with the rapidly diminishing number and diversity of deaf education teacher preparation (DETP) programs, indicate that the field of deaf education may be at a tipping point. In the present article, the author establishes the dimensions of the current problems and proposes specific solutions to increase the accessibility and effectiveness of DETP programs that would simultaneously enhance the supply, retention, and instructional effectiveness of teachers of students who are deaf and hard of hearing.
    American annals of the deaf 01/2013; 157(5):439-49.
  • American annals of the deaf 01/2013; 158(1):3-6.
  • [show abstract] [hide abstract]
    ABSTRACT: Deaf learners' acquisition of fundamental lexical properties of high-frequency English verbs related to transitivity and intransitivity was examined, including the subtle distinction between unergative and unaccusative verbs. A 140-item sentence acceptability rating scale was used to assess this lexical knowledge in deaf college students at two English proficiency levels, plus a control group of hearing native English speakers. Hypotheses addressed the influence of relative derivational complexity and overall English proficiency on verb acquisition. Though the hearing group showed greater accuracy in sentence acceptability judgments and greater accuracy tied to overall English proficiency, the two deaf groups displayed fairly robust knowledge of targeted verbs' fundamental transitive and intransitive lexical properties. Nevertheless, verb acquisition remains a formidable challenge. Further research should assess deaf students' knowledge of these lexical properties in lower-frequency English verbs, including unaccusative verbs prevalent in STEM (science, technology, engineering, mathematics) and other academic discourse.
    American annals of the deaf 01/2013; 158(3):344-62.
  • American annals of the deaf 01/2013; 157(5):407-11.
  • [show abstract] [hide abstract]
    ABSTRACT: A questionnaire was used to document the attitudes of 63 classroom teachers in Ottawa, Canada, toward inclusive education for students with hearing loss. The objective was to determine whether teachers had the attitudes, knowledge, and teaching skills proposed to underlie the effective inclusion of these students in regular classrooms. It was found that the teachers had favorable attitudes toward inclusion for students with hearing loss, felt confident in their ability to teach them, and were knowledgeable about the effects of hearing loss on language and learning. They also clearly indicated that their teacher education programs had insufficiently prepared them to teach these students effectively. The results highlight the need for increased emphasis on the unique educational requirements of students with hearing loss in teacher education programs, and for the provision of appropriate supports for both teachers and students to promote successful inclusion.
    American annals of the deaf 01/2013; 158(1):63-97.
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    ABSTRACT: Self-determination is a combination of attitudes, knowledge, and skills that enables individuals to make choices and engage in goal-directed, self-regulated behavior. Research in special education has demonstrated the benefits of promoting self-determination in achieving positive adult outcomes. However, to date, very little has been written about self-determination as it relates to the education of students who are deaf or hard of hearing. This article provides an overview of self-determination, suggestions for instructional planning, and guidance on resources that can be used to gather additional information.
    American annals of the deaf 01/2013; 158(3):377-86.
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    ABSTRACT: The Authors examined classifier production during narrative retells by 10 deaf and hard of hearing students in grades 2-4 at a day school for the deaf following a 6-week intervention of repeated viewings of stories in American Sign Language (ASL) paired with scripted teacher mediation. Classifier production, documented through a multiple-baseline-across-participants design, was followed by visual analysis and calculation of the percentage of non-overlapping data (Scruggs, Mastropieri, & Casto, 1987). Following the intervention, most students increased specific elements within their classifier production during narrative retells of stories they had watched and showed improved performance from pre- to postintervention measures. Picture support and fading of teacher mediation during retells variably affected classifier production. The results suggest that students may benefit from tailored intervention, including repeated viewings of ASL models paired with teacher mediation and possibly picture support, to increase classifier production during narrative retells.
    American annals of the deaf 01/2013; 158(3):311-33.
  • [show abstract] [hide abstract]
    ABSTRACT: The authors conducted a qualitative meta-analysis of the research on assessment accommodations for students who are deaf or hard of hearing. There were 16 identified studies that analyzed the impact of factors related to student performance on academic assessments across different educational settings, content areas, and types of assessment accommodations. The meta-analysis found that the results of analyses of group effects of accommodated versus unaccommodated test formats are often not significant, test-level factors exist that can affect how students perceive the assessments, and differences exist in how test items function across different conditions. Student-level factors, including educational context and academic proficiency, influence accommodations' role in assessment processes. The results of this analysis highlight the complexity of and intersections between student-level factors, test-level factors, and larger policy contexts. Findings are discussed within the context of larger changes in academic assessment, including computer-based administration and high-stakes testing.
    American annals of the deaf 01/2013; 158(3):363-76.
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    ABSTRACT: Results of a study are presented that suggest the grammatical structures of English some deaf and hard of hearing students struggle to acquire. A review of the literature from the past 40 years is presented, exploring particular lexical and morphosyntactic areas in which deaf and hard of hearing children have traditionally exhibited difficulty. Twenty-six participants from an urban day school for the deaf used the LanguageLinks software, produced by Laureate Learning Systems, for 10 minutes daily for 9 weeks. The descriptive analysis of the results expands on findings reported by Cannon, Easterbrooks, Gagne, and Beal-Alvarez (2011). The results indicated that many participants struggled with regular noun singular/plural; accusative first- and second-person singular; noun/verb agreement copular "be"; accusative third-person number/ gender; locative pronominals; auxiliary "be"/regular past "-ed;" and prenominal determiners plural.
    American annals of the deaf 01/2013; 158(3):292-310.
  • American annals of the deaf 01/2013; 157(5):412.
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    ABSTRACT: Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for reading in preschools and elementary schools for typical hearing students are the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The purpose of this study was to gather the perceptions of a panel of experts in the area of reading and individuals who are deaf or hard of hearing regarding the potential appropriateness of using the subtests of the DIBELS with students who are deaf or hard of hearing. Results, as well as practical and research implications, are provided.
    American annals of the deaf 01/2013; 158(1):7-19.
  • American annals of the deaf 01/2013; 158(3):287-91.
  • [show abstract] [hide abstract]
    ABSTRACT: This essay is based on a keynote address, "A Tour of the Horizons," presented to the 2012 annual conference of the Association of College Educators/Deaf and Hard of Hearing (ACE/DHH), held in Atlantic Beach, Florida.
    American annals of the deaf 01/2013; 158(1):98-103.
  • [show abstract] [hide abstract]
    ABSTRACT: The authors used the hermeneutics approach within social cognitive career theory to explore employment trends and issues over the past 20 years relevant to Hispanic women who are deaf. Barriers to employment were discovered including discrepancies due to gender, race/ethnicity, and severity of hearing loss. Recommendations for policymakers and professionals suggest a need for research that addresses the unique experiences of Hispanic women who are deaf within vocational rehabilitation, the use of social cognitive career theory as it relates to career development and choices, and an increase in education and training to better prepare vocational rehabilitation counselors to work with individuals from multiple minority backgrounds. While information about Hispanic women who are deaf is limited, this review provides a better understanding of Hispanic deaf women and encourages expansion of knowledge in practice and research for professionals working with this unique population.
    American annals of the deaf 01/2013; 157(5):450-7.
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    ABSTRACT: In the last quarter of the 20th century, federal legislation sought to eliminate disability-based discrimination by requiring reasonable accommodations in school and the workplace. One result of this legislation has been increased access to U.S. colleges and universities by deaf and hard of hearing persons. The present article reviews the literature on employment of persons who are deaf or hard of hearing and reports results of a recent analysis that used the 2010 American Community Survey (U.S. Census Bureau, 2010a). It was found that significant gains in college attendance and graduation occurred during the period, with individuals who attained a college degree realizing increased employment and earnings relative to individuals who had not graduated. It was also found that college graduation helps reduce the gap between the earnings of deaf persons with a college degree and those of comparably educated hearing persons.
    American annals of the deaf 01/2013; 158(1):41-9.
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    ABSTRACT: A qualitative case study using the deaf and hard of hearing (D/HH) push-in model was conducted on the perceptions of 3 itinerant deaf educators and 3 general educators working in 1 school district. Participants worked in pairs of 1 deaf educator and 1 general educator at 3 elementary schools. Open-ended research questions guided the study, which was concerned with teachers' perceptions of the model in general and with the model's advantages, disadvantages, and effectiveness. Data collected from observations, one-to-one interviews, and a focus group interview enabled the investigator to uncover 4 themes: Participants (a) had an overall positive experience, (b) viewed general education immersion as an advantage, (c) considered high noise levels a disadvantage, and (d) believed the effectiveness of the push-in model was dependent on several factors, in particular, the needs of the student and the nature of the general education classroom environment.
    American annals of the deaf 01/2013; 158(1):50-62.
  • [show abstract] [hide abstract]
    ABSTRACT: A mixed research design was used to examine how deaf students used the visual resources of a multimedia software package that was designed to support reading comprehension. The viewing behavior of 8 deaf students, ages 8-12 years, was recorded during their interaction with multimedia software that included narrative texts enriched with Greek Sign Language videos, pictures, and concept maps. Also, students' reading comprehension was assessed through reading comprehension questions and retelling. Analysis of the students' viewing behavior data, their answers to reading comprehension questions, their "think alouds," and their story retells indicated that they used visual resources, but they did not exploit them in a strategic manner to aid their reading comprehension. The study underscores the important role of mediated instruction in "visual literacy" skills that enable students to learn how to process visual aids in a way that supports their reading comprehension.
    American annals of the deaf 01/2013; 157(5):458-73.

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