2016 Index by Volume and Issue Number
Spring 2016, Volume 161, Number 1
Paul, Peter V., “d/Deaf and hard of hearing learners: DML, DLL, ELL, EL, ESL . . . or culturally and linguistically diverse,” [Editorial], 3–7.
Cannon, Joanna E., Guardino, Caroline, & Gallimore, Erin, “A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners,” [Introduction to Special Issue], 8–16.
Pizzo, Lianna, “d/Deaf and hard of hearing multilingual learners: The development of communication and language,” 17–32.
Bowen, Sandy K., “Early intervention: A multicultural perspective on d/Deaf and hard of hearing multilingual learners,” 33–42.
Baker, Sharon, & Scott, Jessica, “Sociocultural and academic considerations for school-age d/Deaf and hard of hearing multilingual learners: A case study of a deaf Latina,” 43–55.
Pizzo, Lianna, & Chilvers, Amanda, “Assessment and d/Deaf and hard of hearing multilingual learners: Considerations and promising practices,” 56–66.
Wang, Qiuying, Andrews, Jean, Liu, Hsiu Tan, & Liu, Chun Jung, “Case studies of multilingual/multicultural Asian Deaf adults: Strategies for success,” 67–88.
Cannon, Joanna E., & Luckner, John L., “Increasing cultural and linguistic diversity in deaf education teacher preparation programs,” 89–103.
Guardino, Caroline, & Cannon, Joanna E., “Deafness and diversity: Reflections and directions,” 104–112.
Reference 2016, Volume 161, Number 2
Cawthon, Stephanie W., Johnson, Paige M., Garberoglio, Carrie Lou, & Schoffstall, Sarah J., “Role models as facilitators of social capital for Deaf individuals: A research synthesis,” 115–27.
Summer 2016, Volume 161, Number 3
Paul, Peter V., “Made to hear,” [Editorial], 299–302.
Li, Degao, Zhang, Fan, & Zeng, Xihong, “Similarities between deaf or hard of hearing and hearing students’ awareness of affective words’ valence in written language,” 303–313.
Haakma, Ineke, Janssen, Marleen, & Minnaert, Alexander, “Understanding the relationship between teacher behavior and motivation in students with acquired deafblindness,” 314–326.
Villas Boas, Denise Cintra, Ferreira, Léslie Piccolotto, de Moura, Maria Cecília, Maia, Shirley Rodrigues, & Amaral, Isabel, “Analysis of interaction and attention processes in a child with congenital deafblindness,” 327–341.
Nielsen, Diane Corcoran, Luetke, Barbara, McLean, Meigan, & Stryker, Deborah, “The English-language and reading achievement of a cohort of deaf students speaking and signing Standard English: A preliminary study,” 342–368.
Arndt, Katrina, & Parker, Amy, “Perceptions of social networks by adults who are deafblind,” 369–383.
Punch, Renée, “Employment and adults who are deaf or hard of hearing: Current status and experiences of barriers, accommodations, and stress in the workplace,” 384–397.
Holcomb, Leala, “Finally! A formula for making positive changes in deaf education,” [Book Review], 398–399.
Fall 2016, Volume 161, Number 4: Special Issue
Paul, Peter V., “Good ole summertime musings,” [Editorial], 403–405.
Nelson, Catherine, & Bruce, Susan M., “Critical issues in the lives of children and youth who are deafblind,” 406–411.
Anthony, Tanni L., “Early identification of infants and toddlers with deafblindness,” 412–423.
Bruce, Susan M., Nelson, Catherine, Perez, Angel, Stutzman, Brent, & Barnhill, Brooke A., “The state of research on communication and literacy in deafblindness,” 424–443.
Hartshorne, Timothy S., & Schmittel, Megan C., “Socialemotional development in children and youth who are deafblind,” 444–453.
Correa-Torres, Silvia M., & Bowen, Sandy K., “Recognizing the needs of families of children and youth who are deafblind,” 454–461.
Hartmann, Elizabeth, & Weismer, Patricia, “Technology implementation and curriculum engagement for children and youth who are deafblind,” 462–473.
Zatta, Mary, & McGinnity, Betsy, “An overview of transition planning for students who are deafblind,” 474–485.
Parker, Amy T., & Nelson, Catherine, “Toward a comprehensive system of personnel development in deafblind education,” 486–501.
Winter 2017, Volume 161, Number 5
Paul, Peter V., “Thoughts about a possible bridge from ASL to English literacy,” [Editorial], 505–508.
Grushkin, Donald A., “Writing signed languages: What for? What form?” 509–527.
Rosen, Russell S., Hartman, Maria C., & Wang, Ye, “‘Thinking-for-writing’: A prolegomenon on writing signed languages,” 528–536.
Moores, Donald F., “Writing signed languages: What for? What form? A response,” 537–539.
Supalla, Samuel J., Cripps, Jody H., & Byrne, Andrew P. J., “Why American Sign Language gloss must matter,” 540–551.
Mayer, Connie, “Written forms of signed languages: A route to literacy for deaf learners?” 552–559.
Toliver-Smith, Andrea, & Gentry, Betholyn, “Investigating Black ASL: A systematic review,” 560–570.
Wolsey, Ju-Lee A., Dunn, Kim Misener, Gentzke, Scott W., Joharchi, Hannah A., Clark, M. Diane, & the CSEDL Team, “Deaf/hearing research partnerships,” 571–582.
Jassal, Yasmine R., “Learning about Deaf culture: More accessible than previously thought,” [Book Review], 583–584.