Assessment guides

We developed extensive protocols for assessing language and literacy of deaf and hard-of-hearing children. Below are information about our assessments

Research Publications

Lederberg, A. R., Easterbrooks, S. R., & Tucci, S. L. (2022). Foundations for Literacy: A research-based early reading program that improves outcomes for children who are deaf and hard of hearingVolta Review122(1), 31–47.

Catalano, J., Weirick, W., Hasko,J.,  Antia, A. (2022). Teacher coaching: Increasing Deaf Students’ Active Engagement Through Flexible Instructional Arrangements, The Journal of Deaf Studies and Deaf Education, Volume 27, I1, January 2022, Pages 73–88,

Hasko, J., Rivera, M. C., Erbacher, M. K., & Antia, S. D. (2022). Visual Analysis plus Hierarchical Linear Model Regressions: Morphosyntax Intervention with Deaf-and-Hard-of-Hearing Students. Communication Disorders Quarterly43(3), 195–205.

Antia, S. D., Catalano, J. A., Rivera, M. C., & Creamer, C. (2021). Explicit and Contextual Vocabulary Intervention: Effects on Word and Definition Learning. Journal of Deaf Studies and Deaf Education26(3), 381–394.

Easterbrooks, S. R., & Lederberg, A. R. (2021). Reading Fluency in Young Elementary School Age Deaf and Hard-of-Hearing Children. Journal of Deaf Studies and Deaf Education26(1), 99–111.

Yu, C., Stanzione, C. M., Wellman, H. & Lederberg, A.R. Theory of mind development in young deaf children with early hearing provisions. Psychological Science.

Crume, P. K., Lederberg, A., & Schick, B. (2021). Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children. Journal of Deaf Studies and Deaf Education26(1), 159–169.

Antia, S., Lederberg, A.R., Easterbrooks, S. R. Schick, B. Branum-Martin, L. Connor, C.M., & Webb, M. (2020). Language and reading progress of young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 25 (3), 335-350.

Lederberg, A.R., Branum-Martin, L., Webb, M. L., Schick, B., Antia, S., Easterbrooks, S.R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. Journal of Deaf Studies and Deaf Education.24 (4),408-423. ERIC Number: ED603375

Scott, J.A., Hansen, S.G., & Lederberg, A.R. (2019). Fingerspelling and print: Understanding the word reading of deaf children. American Annals of the Deaf. 164 (4), 429-449. Eric Number: EJ1247609

Scott, J.A., Goldberg, H., Connor, C. M., Lederberg, A. R. (2019) Schooling effects on early literacy skills of young deaf/hard-of-hearing children. American Annals of the Deaf. 163(5), Vol. 163 (5), pp. 596-618. ERIC Number: EJ1206253

Duncan, M. K. & Lederberg, A. R. (2018). Relations between teacher talk characteristics and child language in spoken-language deaf and hard-of-hearing classrooms. Journal of Speech, Language, and Hearing Research. 61(12), 2977–2995. Eric Number: EJ1199809

Webb, M. L., Patton-Terry, N. P., Bingham, G., Puranik, C. & Lederberg, A. R. (2018). Factorial Validity and Measurement Invariance of the Test of Preschool Early Literacy- Phonological Awareness Test among Deaf and Hard-of-Hearing Children and Hearing Children. Ear and Hearing. 39 (2), 278-292.

Gremp, M. A. & Easterbrooks, S.R. (2018). A descriptive analysis of noise in classrooms across the U.S. and Canada for children who are deaf and hard of hearing. Volta Review, 117 (1-2). ERIC Number: EJ1214052.

Tucci, S., Easterbrooks, S. & Lederberg, A. R., (2016). The effects of theory of mind training on the false belief understanding of deaf and hard-of-hearing students in prekindergarten and kindergarten. Journal of Deaf Studies and Deaf Education, 21. 1-16. ERIC Number: EJ1105775

Easterbrooks, S. R. & Lederberg, A. R. & Antia, S. & Schick, B. & Kushalnagar, P. & Webb, M. & Branum-Martin, L. & Connor, C. M. (2015). Reading among diverse DHH learners: What, how, and for whom? American Annals of the Deaf 159(5), 419-432. Submitted to ERIC Spring 2020.