We developed extensive protocols for assessing language and literacy of deaf and hard-of-hearing children. Below are information about our assessments
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 hearing. Volta Review, 122(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, https://doi.org/10.1093/deafed/enab031
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 Quarterly, 43(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 Education, 26(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 Education, 26(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 Education, 26(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.