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2013 Index by Volume and Issue Number

Volume 158, No. 1

Paul, Peter V. “A little learning is a dang’rous thing,” [Editorial], 3–6.

Luckner, John L. “Using the dynamic indicators of basic early literacy skills with students who are deaf or hard of hearing: Perspectives of a panel of experts,” 7–19.

Park, Jungjun, Lombardino, Linda J., & Ritter, Michaela J. “Phonology matters: A comprehensive investigation of reading and spelling skills of school-age children with mild to moderate sensorineural hearing loss,” 20–40.

Walter, Gerard G., & Dirmyer, Richard, “The effect of education on the occupational status of deaf and hard of hearing 26-to-64-year-olds,” 41–49.

Rabinsky, Rebecca J., “Itinerant Deaf educator and general educator perceptions of the d/hh push-in model,” 50–62.

Eriks-Brophy, Alice, & Whittingham, JoAnne, “Teachers’ perceptions of the inclusion of children with hearing loss in general education settings,” 63–97.

Moores, Donald F., “One size does not fit all: Individualized instruction in a standardized educational system,” [Invited Essay], 98–104.

Volume 158, No. 2

Wang, Ye, Spychala, Heather, Harris, Regina S., & L. Oetting, Tara L., “The effectiveness of a phonics-based early intervention for deaf and hard of hearing preschool children and its possible impact on reading skills in elementary school: A case study,” 107–120.

Volume 158, No. 3

Paul, Peter V., “The view from the edge: Rethinking a few ideas,” [Editorial], 287 291.

Cannon, Joanna E., & Kirby, Susannah, “Grammar structures and deaf and hard of hearing students: A review of past performance and a report of new findings,” 292–310.

Beal-Alvarez, Jennifer S., & Easterbrooks, Susan R., “Increasing children’s ASL classifier production: A multicomponent intervention,” 311–333.

Weiner, Mary T., Day, Stefanie J., & Galvan, Dennis, “Deaf and hard of hearing students’ perspectives on bullying and school climate,” 324–343.

Berent, Gerald P., Kelly, Ronald A., Albertini, John A., & Toscano, Rose Marie, “Deaf students’ knowledge of subtle lexical properties of transitive and intransitive English verbs,” 344–362.

Cawthon, Stephanie, & Leppo, Rachel, “Assessment accommodations on tests of academic achievement for students who are deaf or hard of hearing: A qualitative meta-analysis of the research literature,” 363–376.

Luckner, John L., & Sebald, Ann M., “Promoting self-determination of students who are deaf or hard of hearing,” [Invited Essay], 377–386.

Cawthon, Stephanie W., “A breadth of perspectives on CBM [Book Review of A measure of success: The influence of Curriculum-Based Measurement on education],” 387–389.

Volume 158, No. 4

Paul, Peter V., “Understanding that “R” or “L” word . . . and addressing the mysterious black box,” [Editorial], 393–396.

Andrews, Jean, & Moores, Don, “McCay Vernon: A life worth celebrating,” [Memorial Editorial], 397–398.

Andrews, Jean F., “Assessment and reading paradigms: A response to John Luckner,” [Letter to the Editor], 399–405.

Luckner, John L., “Luckner’s Response to Andrews,” [Letter to the Editor], 406–409.

Martin, David S., & Mounty, Judith L., “Letter to the Editor,” 410.

Golos, Debbie S., & Moses, Annie M., “Developing preschool deaf children’s language and literacy learning from an educational media series,” 411–425.

Li, Degao, Gao, Kejuan, Wu, Xueyun, Chen, Xiaojun, Zhang, Xiaona, Li, Ling, & He, Weiwei, “Deaf and hard of hearing adolescents’ processing of pictures and written words for taxonomic categories in a priming task of semantic categorization,” 426–437.

Cawthon, Stephanie W., Leppo, Rachel, & the pepnet 2 Research and Evidence Synthesis Team, “Accommodating quality for students who are d/Deaf or hard of hearing,” 438–452.

Stinson, Michael S., & Stevenson, Susan, “Effects of expanded and standard captions on deaf college students’ comprehension of educational videos,” 453–467.

Wang, Ye, “Knowing the name of something versus knowing something,” [Book Review of Assessing literacy in deaf individuals], 468–471.

Cawthon, Stephanie W., “Of dog ears and hyperlinks,” [Book Review of Literacy instruction for students who are deaf and hard of hearing], 472–474.

Volume 158, No. 5

Paul, Peter V., “Questions, answers, & decontextualized rationality,” [Editorial], 477–480.

LaSasso, Carol, Hanks, Wendy D., & Yoshinaga-Itano, Christine, “In memoriam: Robert Steven Ackley,” [Memorial Editorial], 481–482.

Mowl Jr., Harold, Rhoten, Donald, & Finnegan, Joseph, “In memoriam: John T. Tiffany,” [Memorial Editorial], 483.

Marlatt, Edward, “The evolution of the education of deaf and hard of hearing children into speech-language pathology, educational audiology, & special education,” [Letter to the Editor], 484–485.

Beal-Alvarez, Jennifer, & Cannon, Joanna E., “Technology intervention research with deaf and hard of hearing learners: Levels of evidence,” 486–505.

Bennett, Jessica G., Gardner III, Ralph, & Rizzi, Gleides Lopes, “Deaf and hard of hearing students’ through-theair English skills: A review of formal assessments,” 506–521.

Messier, Jane, & Jackson, Carla Wood, “A comparison of phonemic and phonological awareness in educators working with children who are d/deaf or hard of hearing,” 522–538.

Jackson, Carla Wood, & Schatschneider, Christopher, “Rate of language growth in children with hearing loss in one auditory-verbal early intervention program,” 539–554.

Zane, Thomas, Carlson, Mark, Estep, David, & Quinn, Mike, “Using functional assessment to treat behavior problems of deaf and hard of hearing children diagnosed with autism spectrum disorder,” 555–566.