- Doren, B., Gau, J. M., & Lindstrom, L. E. (2012). The relationship between parent expectations and postschool outcomes for adolescents with disabilities. Exceptional Children, 79(1), 7-23.
The researchers conducted a secondary analysis of the National Longitudinal Transition Study-2 that highlighted the importance of positive parental expectations and the development of autonomy to the postschool outcomes of adolescents with disabilities.
- Edwards, A., Edwards, L., & Langdon, D. (2013). The mathematical abilities of children with cochlear implants. Child Neuropsychology, 19(2), 127-142.
In this article, the researchers found that children with cochlear implants performed significantly below hearing peers on both arithmetic math problems and geometrical reasoning questions and that this difference between the two groups was mediated by language abilities.
- Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R., & Yoshinaga-Itano, C. (2012). The missing link in language development of deaf and hard of hearing children: Pragmatic language development. Seminars in Speech and Language, 33(4), 297-309.
They describe a study using the Pragmatics Checklist that found that children who are deaf or hard of hearing (DHH) acquired pragmatic language skills significantly later than hearing peers, and suggest strategies for teachers and parents to help DHH children develop these skills.
- Gottardis, L., Nunes, T., & Lunt, I. (2011). A synthesis of research on deaf and hearing children’s mathematical achievement. Deafness and Education International, 13(3), 131-150.
This provides a literature review comparing deaf and hearing children’s performance in mathematics, finding that children with greater than moderate hearing loss experience a delay in mathematical achievement in comparison to hearing peers.
- Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., & Smith, S. R. (2012). Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches. Harm Reduction Journal, 9(1), 1-9.
This article reviews the risks of cochlear implants and the speech-only approach, recommending sign languages and bimodalism as a crucial prevention for linguistic deprivation.
- Joint Committee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120, 898-921.
In their 2007 Position Statement, the Joint Committee on Infant Hearing recommends early screenings to detect infant hearing loss followed by early intervention if hearing loss is confirmed.
- Joint Committee on Infant Hearing. (2013). Supplement to the JCIH 2007 position statement: Principles and guidelines for early intervention after confirmation that a child is deaf or hard of hearing. Pediatrics, 131, 1324-1349.
The Supplement to the 2007 Joint Committee on Infant Hearing Position Statement draws on literature reviews and professional consensus to provide a set of goals and recommendations for strong early intervention systems for deaf or hard of hearing children.
- Leybaert, J. (2002). Counting in sign language. Journal of Experimental Child Psychology, 81(4), 482-501.
Leybaert found that while deaf children acquiring Belgian French Sign Language were behind hearing peers in their knowledge of the number system, they performed as well as hearing peers in object counting and creating sets of a given cardinality.
- Lyness, C. R., Woll, B., Campbell, R., & Cardin, V. (2013). How does visual language affect crossmodal plasticity and cochlear implant success? Neuroscience and Biobehavioral Reviews 37(10), 2621-2630.
This provides a literature review that challenges the notion that acquisition of a visual language is correlated with poor cochlear implant outcome. Noting the flaws in animal models used in prior research, they argue that there is no evidence to suggest that the visual takeover of the auditory cortex in deaf individuals is due to visual language, and therefore there is no evidence that visual language should impede cochlear implant success.
- Pagliaro, C., & Karen, L. K. (2012). The math gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 18(2), 139-160.
This study by Pagliaro and Karen (2012) provides evidence that deaf or hard-of-hearing children do not perform as well as hearing children in tests of mathematical knowledge as early as preschool, and therefore may be lacking foundational skills even before formal schooling.
- Pimperton, H., & Kennedy, C. R. (2012). The impact of early identification of permanent childhood hearing impairment on speech and language outcomes. Archives of Disease in Childhood, 97, 648-653.
This article reviews studies on the effects of early identification of permanent childhood hearing impairment on language development, finding that there is a correlation between early identification and positive language outcomes.
- Spaepen, E., Coppola, M., Spelke, E. S., Carey, S. E., Goldin-Meadow, S. (2011). Number without a language model. Proceedings of the National Academy of Sciences of the United States of America 108(8), 3163-3168.
These researchers found that homesigners, or deaf individuals without access to a conventional language, do not succeed at tasks requiring them to represent large exact numerosities despite living in a numerate culture.
- Swanwick, R., Oddy, A., & Roper, T. (2005). Mathematics and deaf children: An exploration of barriers to success. Deafness and Education International, 7(1), 1-21.
In this paper, researchers use the UK National Mathematics tests for 14-year-olds to examine the differences in performance between deaf and hearing adolescents and to explore the linguistic factors that may be behind those differences.
- Szarkowski, A., & Eng, D. F. (2014). High and appropriate expectations for deaf and hard of hearing children: The role of assessment. Odyssey, 15, 1-5.
This article emphasizes the importance of high expectations for deaf and hard of hearing children and discuss how comprehensive, routine assessments conducted in the language preferred by the child can support high expectations, effective interventions, and achievement.
- Thagard, E. K., Hilsmier, A. S., & Easterbrooks, S. R. (2011). Pragmatic language in deaf and hard of hearing students: Correlations with success in general education. American Annals of the Deaf, 155(5), 526-534.
In this article, researchers found that sociolinguistic pragmatic competence was correlated with academic success for deaf and hard of hearing students, a relationship that held whether the children used oral communication or sign language.
- Yoshinaga-Itano, C., Baca, R., & Sedey, A. L. (2010). Describing the trajectory of language development in the presence of severe to profound hearing loss: A closer look at children with cochlear implants versus hearing aids. Otology and Neurotology, 31, 1268-1274.
Researchers conducted a longitudinal study that found that while deaf children experienced some delays in comparison to hearing peers, their growth rate was equivalent to or better than hearing peers between the ages of 4 and 7 years. The study also suggested that cochlear implants could have a potential benefit for a subset of children, particularly those with better hearing preimplantation and well-educated mothers.