Michigan State University > College of Education : JDSDE-Author-Corner : Past Topical Discussions - edits http://jdsde-author-corner.wiki.educ.msu.edu/Past+Topical+Discussions Page edits at Michigan State University > College of Education : JDSDE-Author-Corner : Past Topical Discussions daix@msu.edu (Michigan State University > College of Education) Mon, 23 Nov 2009 13:55:33 GMT http://www.wiki.educ.msu.edu 60 Michigan State University > College of Education : JDSDE-Author-Corner : Past Topical Discussions - edits http://www.wiki.educ.msu.edu/i/l.png http://jdsde-author-corner.wiki.educ.msu.edu/Past+Topical+Discussions 140 48 Michigan State University > College of Education Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/104724837 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/104724837 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 23 Nov 2009 13:55:33 GMT <ul> <li> <strong> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/11/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic_Status_2009"> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> Computer-based Exercises For Learning to Read and Spell by Deaf Children </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Congenitally Deafblind Children and Cochlear Implant - Effect on Communication </ins></a></strong> <ul> <li> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/22/09 </ins></a></li> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, "click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/effect_on_communication"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Congenitally Deafblind Children and Cochlear Implant - Effect on Communication </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Correlates of Psychosocial Adjustment among Deaf Adolescents with and without Cochlear Implants: A Preliminary Investigation <ul> <li> Author facilitated discussion concerning this topic ended on 11/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Psychosocial_Adjustment"> Correlates of Psychosocial Adjustment among Deaf Adolescents with and without Cochlear Implants: A Preliminary Investigation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Theory of Mind and Language In Children With Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/99608031 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/99608031 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 02 Nov 2009 21:29:50 GMT <ul> <li> <strong> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/11/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic_Status_2009"> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <strong> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Correlates of Psychosocial Adjustment among Deaf Adolescents with and without Cochlear Implants: A Preliminary Investigation </ins></a></strong> <br /> <div style="margin-left: 2em"> <ul> <li> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/1/09 </ins></a></li> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, "click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Psychosocial_Adjustment"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Correlates of Psychosocial Adjustment among Deaf Adolescents with and without Cochlear Implants: A Preliminary Investigation </ins></a></a> </li> </ul> </li> </ul> </div> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Theory of Mind and Language In Children With Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/99599315 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/99599315 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 02 Nov 2009 21:24:12 GMT <ul> <li> <strong> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </strong> <ul> <li> Author facilitated discussion concerning this topic ended on <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">10/11/00 </del></a><a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">10/11/09 </ins></a></li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic_Status_2009"> Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Theory of Mind and Language In Children With Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/94576334 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/94576334 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 12 Oct 2009 13:15:34 GMT <ul> <li> <strong> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </ins></a></strong> <ul> <li> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 10/11/00 </ins></a></li> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, "click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Academic_Status_2009"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Academic Status and Progress of Deaf and Hard-of-Hearing Students in General Education Classrooms </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Theory of Mind and Language In Children With Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628749 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628749 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 01:15:13 GMT <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Theory of Mind and Language In Children With Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Students** </del></a><a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Students </ins></a></strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628561 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628561 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 01:13:56 GMT <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Computer-based Exercises For Learning to Read and Spell by Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, "click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 4/12/09 </strong> </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Theory of Mind and Language In Children With Cochlear Implants <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 2/22/09 </strong> </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> What Really Matters In the Early Literacy Development of Deaf Children? <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 4/27/08 </strong> </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 3/08/09 </strong> </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students** <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, "click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628209 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67628209 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 01:11:02 GMT <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff3" id="htmldiff3"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 12/7/08 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff5" id="htmldiff5"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff6" id="htmldiff6"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 7/20/08 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff7" id="htmldiff7"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff8" id="htmldiff8"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Computer-based Exercises For Learning to Read and Spell by Deaf Children <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 3/29/09 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff9" id="htmldiff9"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff10" id="htmldiff10"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff11" id="htmldiff11"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click' </del></a><a name="htmldiff12" id="htmldiff12"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click' </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 2/1/09 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff13" id="htmldiff13"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff14" id="htmldiff14"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 9/21/08 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff15" id="htmldiff15"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff16" id="htmldiff16"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff17" id="htmldiff17"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff18" id="htmldiff18"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff19" id="htmldiff19"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click' </del></a><a name="htmldiff20" id="htmldiff20"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click' </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff21" id="htmldiff21"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff22" id="htmldiff22"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff23" id="htmldiff23"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff24" id="htmldiff24"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff25" id="htmldiff25"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff26" id="htmldiff26"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff27" id="htmldiff27"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click' </del></a><a name="htmldiff28" id="htmldiff28"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click' </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff29" id="htmldiff29"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff30" id="htmldiff30"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff31" id="htmldiff31"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff32" id="htmldiff32"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 4/12/09 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff33" id="htmldiff33"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff34" id="htmldiff34"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Theory of Mind and Language In Children With Cochlear Implants <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 2/22/09 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff35" id="htmldiff35"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff36" id="htmldiff36"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff37" id="htmldiff37"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff38" id="htmldiff38"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 3/08/09 </strong> </li> <li> To read the research summary and related discussion, <a name="htmldiff39" id="htmldiff39"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff40" id="htmldiff40"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students** <ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, <a name="htmldiff41" id="htmldiff41"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">'click" </del></a><a name="htmldiff42" id="htmldiff42"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">"click" </ins></a>on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67627937 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67627937 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 01:08:46 GMT <ul> <li> <strong> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For Students Who Are Deaf or Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <strong> <br /> <br /> </strong> <ul> <li> Alternate Assessment Use With Students Who Are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 12/7/08 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 7/20/08 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Computer-based Exercises For Learning to Read and Spell by Deaf Children <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 3/29/09 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> <strong> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> </ul> <strong> <br /> <br /> </strong> <ul> <li> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 2/1/09 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 9/21/08 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> <strong> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling Reading Vocabulary Learning In Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Social Integration of Deaf Children In Inclusive Settings </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> Social Integration of Deaf Children In Inclusive Settings </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </a> </li> </ul> </li> </ul> </li> </ul> <strong> <br /> <br /> </strong> <ul> <li> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 4/12/09 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Theory of Mind and Language In Children With Cochlear Implants <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 2/22/09 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of Mind and Language In Children With Cochlear Implants </a> </li> </ul> </li> </ul> </li> </ul> <br /> <br /> <ul> <li> <strong> What Really Matters In the Early Literacy Development of Deaf Children? </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters In the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> </ul> <strong> <br /> <br /> </strong> <ul> <li> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality <ul> <li> <strong> Author facilitated discussion concerning this topic ended on 3/08/09 </strong> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Students </del></a><a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Students** </ins></a><ul> <li> Author facilitated discussion concerning this topic ended on 5/18/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67627617 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67627617 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 01:06:09 GMT <ul> <li> <strong> <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Math Problem Solving: Abstract of Research Currently Under Discussion </del></a><a name="htmldiff2" id="htmldiff2"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/13/08 </del></a><a name="htmldiff3" id="htmldiff3"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </del></a><a name="htmldiff4" id="htmldiff4"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level </del></a><a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Academic Status of </ins></a>Deaf and Hard-of-Hearing Students <a name="htmldiff6" id="htmldiff6"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">The Signed Reading Fluency of </del></a><a name="htmldiff7" id="htmldiff7"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">in Public Schools: Student, Home, and Service Facilitators and Detractors </ins></a></strong> <ul> <li> <a name="htmldiff8" id="htmldiff8"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 6/30/08 </ins></a></li> <li> <a name="htmldiff9" id="htmldiff9"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Academic+Status"> <a name="htmldiff10" id="htmldiff10"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Academic Status of Deaf and Hard-of-Hearing Students in Public Schools: Student, Home, and Service Facilitators and Detractors </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff11" id="htmldiff11"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For </ins></a>Students Who Are <a name="htmldiff12" id="htmldiff12"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Deaf/Hard </del></a><a name="htmldiff13" id="htmldiff13"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Deaf or Hard </ins></a>of Hearing </strong> <a name="htmldiff14" id="htmldiff14"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/25/08 </del></a><a name="htmldiff15" id="htmldiff15"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </del></a><a name="htmldiff16" id="htmldiff16"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">The Signed Reading Fluency of </del></a><ul> <li> <strong> <a name="htmldiff17" id="htmldiff17"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 10/12/08 </ins></a></strong> </li> <li> <a name="htmldiff18" id="htmldiff18"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Test_Accomodations"> <a name="htmldiff19" id="htmldiff19"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Accommodations Used For Statewide Standardized Assessments: Prevalence and Recommendations For </ins></a>Students Who <a name="htmldiff20" id="htmldiff20"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">are Deaf - </del></a><a name="htmldiff21" id="htmldiff21"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Are Deaf or </ins></a>Hard of Hearing </a> </li> </ul> </li> </ul> </li> <a name="htmldiff22" id="htmldiff22"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Deaf College </del></a><a name="htmldiff23" id="htmldiff23"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Students’ Perceptions of their Social-Emotional Adjustment </del></a><a name="htmldiff24" id="htmldiff24"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/16/08 </del></a><a name="htmldiff25" id="htmldiff25"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </del></a><a name="htmldiff26" id="htmldiff26"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Deaf College Students’ Perceptions of their Social-Emotional Adjustment </del></a><a name="htmldiff27" id="htmldiff27"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Social Integration of Deaf Children in Inclusive Settings </del></a><a name="htmldiff28" id="htmldiff28"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 4/6/08 </del></a><a name="htmldiff29" id="htmldiff29"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff30" id="htmldiff30"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Social Integration of Deaf Children in Inclusive Settings </del></a><a name="htmldiff31" id="htmldiff31"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">What Really Matters in the Early Literacy Development of Deaf Children? </del></a><a name="htmldiff32" id="htmldiff32"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 4/27/08 </del></a><a name="htmldiff33" id="htmldiff33"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff34" id="htmldiff34"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">What Really Matters in the Early Literacy Development of Deaf Children? </del></a><a name="htmldiff35" id="htmldiff35"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </del></a><a name="htmldiff36" id="htmldiff36"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 5/18 </del></a><a name="htmldiff37" id="htmldiff37"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">08 </del></a><a name="htmldiff38" id="htmldiff38"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff39" id="htmldiff39"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </del></a><a name="htmldiff40" id="htmldiff40"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Parents' Views on Changing Communication After Cochlear Implantation </del></a><a name="htmldiff41" id="htmldiff41"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 6/8/08 </del></a><a name="htmldiff42" id="htmldiff42"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff43" id="htmldiff43"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Parents' Views on Changing Communication After Cochlear Implantation </del></a><a name="htmldiff44" id="htmldiff44"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </del></a><a name="htmldiff45" id="htmldiff45"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 6/30/08 </del></a><a name="htmldiff46" id="htmldiff46"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff47" id="htmldiff47"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </del></a><a name="htmldiff48" id="htmldiff48"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">An investigation of two-way text messaging use with deaf students at the secondary level. </del></a><a name="htmldiff49" id="htmldiff49"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 7/20/08 </del></a><a name="htmldiff50" id="htmldiff50"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff51" id="htmldiff51"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">An investigation of two-way text messaging use with deaf students at the secondary level. </del></a><a name="htmldiff52" id="htmldiff52"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Modeling reading vocabulary learning in deaf children in bilingual education programs. </del></a><a name="htmldiff53" id="htmldiff53"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 8/11/08 </del></a><a name="htmldiff54" id="htmldiff54"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff55" id="htmldiff55"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Modeling reading vocabulary learning in deaf children in bilingual education programs. </del></a><a name="htmldiff56" id="htmldiff56"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </del></a><a name="htmldiff57" id="htmldiff57"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 8/31/08 </del></a><a name="htmldiff58" id="htmldiff58"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff59" id="htmldiff59"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </del></a><a name="htmldiff60" id="htmldiff60"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </del></a><a name="htmldiff61" id="htmldiff61"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 9/21/08 </del></a><a name="htmldiff62" id="htmldiff62"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff63" id="htmldiff63"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </del></a><a name="htmldiff64" id="htmldiff64"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </del></a><a name="htmldiff65" id="htmldiff65"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><a name="htmldiff66" id="htmldiff66"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 10/12/08 </del></a><a name="htmldiff67" id="htmldiff67"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff68" id="htmldiff68"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </del></a><a name="htmldiff69" id="htmldiff69"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">The relationship between the reading and signing skills of deaf children in bilingual education programs. </del></a><a name="htmldiff70" id="htmldiff70"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/02/08 </del></a><a name="htmldiff71" id="htmldiff71"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff72" id="htmldiff72"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">The relationship between the reading and signing skills of deaf children in bilingual education programs. </del></a><a name="htmldiff73" id="htmldiff73"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </del></a><a name="htmldiff74" id="htmldiff74"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/23/08 </del></a><a name="htmldiff75" id="htmldiff75"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff76" id="htmldiff76"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </del></a></ul> <br /> <ul> <li> Alternate Assessment Use <a name="htmldiff77" id="htmldiff77"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">with </del></a><a name="htmldiff78" id="htmldiff78"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">With </ins></a>Students <a name="htmldiff79" id="htmldiff79"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">who are </del></a><a name="htmldiff80" id="htmldiff80"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Who Are </ins></a>Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats <a name="htmldiff81" id="htmldiff81"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level <a name="htmldiff82" id="htmldiff82"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Formats. </del></a><a name="htmldiff83" id="htmldiff83"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Formats </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff84" id="htmldiff84"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </ins></a></strong> <ul> <li> <a name="htmldiff85" id="htmldiff85"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 7/20/08 </ins></a></li> <li> <a name="htmldiff86" id="htmldiff86"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Text_Messaging"> <a name="htmldiff87" id="htmldiff87"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">An Investigation of Two-way Text Messaging Use With Deaf Students at the Secondary Level </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff88" id="htmldiff88"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Computer-based Exercises For Learning to Read and Spell by Deaf Children </ins></a></strong> <ul> <li> <strong> <a name="htmldiff89" id="htmldiff89"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/29/09 </ins></a></strong> </li> <li> <a name="htmldiff90" id="htmldiff90"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> <a name="htmldiff91" id="htmldiff91"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Computer-based Exercises For Learning to Read and Spell by Deaf Children </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <a name="htmldiff92" id="htmldiff92"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </ins></a><ul> <li> <strong> <a name="htmldiff93" id="htmldiff93"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/16/08 </ins></a></strong> </li> <li> <a name="htmldiff94" id="htmldiff94"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> <a name="htmldiff95" id="htmldiff95"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Deaf College Students’ Perceptions of Their Social-Emotional Adjustment </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants <a name="htmldiff96" id="htmldiff96"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear <a name="htmldiff97" id="htmldiff97"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Implants. </del></a><a name="htmldiff98" id="htmldiff98"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Theory of mind and language in children with cochlear implants. </del></a><a name="htmldiff99" id="htmldiff99"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/22/09 </del></a><a name="htmldiff100" id="htmldiff100"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff101" id="htmldiff101"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Theory of mind and language in children with cochlear implants. </del></a><a name="htmldiff102" id="htmldiff102"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality </del></a><a name="htmldiff103" id="htmldiff103"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><a name="htmldiff104" id="htmldiff104"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/08/09 </del></a><a name="htmldiff105" id="htmldiff105"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff106" id="htmldiff106"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality. </del></a><a name="htmldiff107" id="htmldiff107"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Computer-based Exercises For </del></a><a name="htmldiff108" id="htmldiff108"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Implants </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff109" id="htmldiff109"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </ins></a></strong> <ul> <li> <strong> <a name="htmldiff110" id="htmldiff110"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 9/21/08 </ins></a></strong> </li> <li> <a name="htmldiff111" id="htmldiff111"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Family_Mediation"> <a name="htmldiff112" id="htmldiff112"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Family Mediation of Mathematically Based Concepts While Engaged In A Problem-solving Activity With Their Young Deaf Children </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <a name="htmldiff113" id="htmldiff113"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </ins></a><ul> <li> <a name="htmldiff114" id="htmldiff114"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 8/31/08 </ins></a></li> <li> <a name="htmldiff115" id="htmldiff115"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Literacy"> <a name="htmldiff116" id="htmldiff116"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Literacy Skills In Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff117" id="htmldiff117"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Math Problem Solving: Abstract of Research Currently Under Discussion </ins></a></strong> <ul> <li> <a name="htmldiff118" id="htmldiff118"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/13/08 </ins></a></li> <li> <a name="htmldiff119" id="htmldiff119"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </ins></a><ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> <a name="htmldiff120" id="htmldiff120"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff121" id="htmldiff121"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Modeling Reading Vocabulary </ins></a>Learning <a name="htmldiff122" id="htmldiff122"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">to Read and Spell by Deaf Children </del></a><a name="htmldiff123" id="htmldiff123"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><a name="htmldiff124" id="htmldiff124"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/29/09 </del></a><a name="htmldiff125" id="htmldiff125"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </del></a><a name="htmldiff126" id="htmldiff126"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Computer-based Exercises For </del></a><a name="htmldiff127" id="htmldiff127"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">In Deaf Children In Bilingual Education Programs </ins></a></strong> <ul> <li> <a name="htmldiff128" id="htmldiff128"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 8/11/08 </ins></a></li> <li> <a name="htmldiff129" id="htmldiff129"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> <a name="htmldiff130" id="htmldiff130"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Modeling Reading Vocabulary </ins></a>Learning <a name="htmldiff131" id="htmldiff131"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">to Read and Spell by Deaf Children </del></a><a name="htmldiff132" id="htmldiff132"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">In Deaf Children In Bilingual Education Programs </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff133" id="htmldiff133"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Parents' Views on Changing Communication After Cochlear Implantation </ins></a></strong> <ul> <li> <a name="htmldiff134" id="htmldiff134"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 6/8/08 </ins></a></li> <li> <a name="htmldiff135" id="htmldiff135"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> <a name="htmldiff136" id="htmldiff136"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Parents' Views on Changing Communication After Cochlear Implantation </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff137" id="htmldiff137"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </ins></a></strong> <ul> <li> <a name="htmldiff138" id="htmldiff138"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/02/08 </ins></a></li> <li> <a name="htmldiff139" id="htmldiff139"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Bilingual"> <a name="htmldiff140" id="htmldiff140"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">The Relationship Between the Reading and Signing Skills of Deaf Children In Bilingual Education Programs </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff141" id="htmldiff141"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </ins></a></strong> <ul> <li> <a name="htmldiff142" id="htmldiff142"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/25/08 </ins></a></li> <li> <a name="htmldiff143" id="htmldiff143"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click' on the following link </ins></a><ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> <a name="htmldiff144" id="htmldiff144"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff145" id="htmldiff145"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Social Integration of Deaf Children In Inclusive Settings </ins></a></strong> <ul> <li> <a name="htmldiff146" id="htmldiff146"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 4/6/08 </ins></a></li> <li> <a name="htmldiff147" id="htmldiff147"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+In+Inclusive+Settings"> <a name="htmldiff148" id="htmldiff148"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Social Integration of Deaf Children In Inclusive Settings </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff149" id="htmldiff149"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </ins></a></strong> <ul> <li> <strong> <a name="htmldiff150" id="htmldiff150"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/23/08 </ins></a></strong> </li> <li> <a name="htmldiff151" id="htmldiff151"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Spoken_Lang"> <a name="htmldiff152" id="htmldiff152"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Development In Oral Preschool Children With Permanent Childhood Deafness </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry <a name="htmldiff153" id="htmldiff153"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">. </del></a><ul> <li> Author facilitated discussion concerning this topic ended on 4/12/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School <a name="htmldiff154" id="htmldiff154"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Entry. </del></a><a name="htmldiff155" id="htmldiff155"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Entry </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff156" id="htmldiff156"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Theory of Mind and Language In Children With Cochlear Implants </ins></a></strong> <ul> <li> <strong> <a name="htmldiff157" id="htmldiff157"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/22/09 </ins></a></strong> </li> <li> <a name="htmldiff158" id="htmldiff158"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Theory"> <a name="htmldiff159" id="htmldiff159"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Theory of Mind and Language In Children With Cochlear Implants </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <a name="htmldiff160" id="htmldiff160"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">What Really Matters In the Early Literacy Development of Deaf Children? </ins></a><ul> <li> <strong> <a name="htmldiff161" id="htmldiff161"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 4/27/08 </ins></a></strong> </li> <li> <a name="htmldiff162" id="htmldiff162"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/What+Really+Matters+In+the+Early+Literacy+Development+of+Deaf+Children%3F"> <a name="htmldiff163" id="htmldiff163"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">What Really Matters In the Early Literacy Development of Deaf Children? </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <a name="htmldiff164" id="htmldiff164"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </ins></a><ul> <li> <a name="htmldiff165" id="htmldiff165"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/08/09 </ins></a></li> <li> <a name="htmldiff166" id="htmldiff166"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Word+Learning"> <a name="htmldiff167" id="htmldiff167"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Word-learning Abilities In Deaf and Hard of Hearing Preschoolers: Effect of Lexicon Size and Language Modality </ins></a></a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <strong> <a name="htmldiff168" id="htmldiff168"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </ins></a></strong> <ul> <li> <a name="htmldiff169" id="htmldiff169"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 5/18/08 </ins></a></li> <li> <a name="htmldiff170" id="htmldiff170"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> <a name="htmldiff171" id="htmldiff171"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Visual-Spatial Representation In Mathematical Problem Solving by Deaf and Hearing Students </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67624137 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/67624137 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Tue, 14 Apr 2009 00:40:06 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; msoansilanguage: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US; msodefaultfontfamily: Arial; msoasciifontfamily: Arial; msolatinfontfamily: Arial; msogreekfontfamily: Arial; msocyrillicfontfamily: Arial; msohebrewfontfamily: Arial; msoarabicfontfamily: Arial; msolatinextfontfamily: Arial;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 11.0pt;"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </span> </span> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 11.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> Theory of mind and language in children with cochlear implants. </span> </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of mind and language in children with cochlear implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt; mso-bidi-font-size: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality </span> . </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt; mso-bidi-font-size: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA;"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </span> . </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 3/29/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> Computer-based Exercises For Learning to Read and Spell by Deaf Children </a> </li> </ul> </li> </ul> </li> </ul> <h2 id="toc0"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-no-proof: yes;"> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry </ins></a></span> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">. </ins></a></span> </h2> <br /> <div style="margin-left: 2em"> <ul> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 4/12/09 </ins></a></li> <li> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Sp_Lang_Scores"> <a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Scores of Children Using Cochlear Implants Compared to Hearing Age-Mates at School Entry. </ins></a></a> </li> </ul> </li> </ul> </div> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/65345414 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/65345414 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 30 Mar 2009 14:36:44 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; mso-bidi-font-family: 'Times New Roman'; msobidifontfamily: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; msoansilanguage: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US; msodefaultfontfamily: Arial; msoasciifontfamily: Arial; msolatinfontfamily: Arial; msogreekfontfamily: Arial; msocyrillicfontfamily: Arial; msohebrewfontfamily: Arial; msoarabicfontfamily: Arial; msolatinextfontfamily: Arial;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 11.0pt;"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </span> </span> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 11.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> Theory of mind and language in children with cochlear implants. </span> </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of mind and language in children with cochlear implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 10.0pt; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality </span> . </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 3/08/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Word+Learning"> Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt; mso-bidi-font-size: 10.0pt; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; msofareastfontfamily: 'Times New Roman'; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 10.0pt;"> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Computer-based Exercises For Learning to Read and Spell by Deaf Children </ins></a></span> </span> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">. </ins></a></span> </span> </strong> </span> </span> </span> </span> <ul> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/29/09 </ins></a></li> <li> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Computer-based+Exercises"> <a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Computer-based Exercises For Learning to Read and Spell by Deaf Children </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/61535144 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/61535144 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 09 Mar 2009 12:53:27 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">Children </del></a><a name="htmldiff2" id="htmldiff2"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">? </del></a><a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Children? </ins></a></span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-size: 12pt; line-height: 115%; font-family: Times New Roman; msofareastfontfamily: 'MS Mincho'; msoansilanguage: EN-CA; msofareastlanguage: JA; msobidilanguage: AR-SA; msobidifontfamily: 'Times New Roman';"> <span class="pagecontents"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US; msoansilanguage: en-US; msodefaultfontfamily: Arial; msoasciifontfamily: Arial; msolatinfontfamily: Arial; msogreekfontfamily: Arial; msocyrillicfontfamily: Arial; msohebrewfontfamily: Arial; msoarabicfontfamily: Arial; msolatinextfontfamily: Arial;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt;"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </span> </span> . </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> Theory of mind and language in children with cochlear implants. </span> </span> </span> </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of mind and language in children with cochlear implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 12pt; font-style: normal; font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt; msofareastfontfamily: Calibri; msoansilanguage: EN-US; msofareastlanguage: EN-US; msobidilanguage: AR-SA; msobidifontsize: 11.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality </ins></a></span> <a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">. </ins></a></span> </span> </span> </span> </strong> </span> </span> </span> </span> <ul> <li> <a name="htmldiff6" id="htmldiff6"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 3/08/09 </ins></a></li> <li> <a name="htmldiff7" id="htmldiff7"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Word+Learning"> <a name="htmldiff8" id="htmldiff8"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Word-learning abilities in deaf and hard of hearing preschoolers: Effect of lexicon size and language modality. </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/59164272 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/59164272 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 23 Feb 2009 16:40:05 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt;"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </span> </span> </span> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> Theory of mind and language in children with cochlear implants. </span> </span> </span> </span> </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/22/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Theory"> Theory of mind and language in children with cochlear implants. </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/59164166 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/59164166 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 23 Feb 2009 16:39:35 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt;"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </span> </span> </span> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/1/09 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Phonological"> Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <h2 id="toc0"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 10.0pt;"> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Theory of mind and language in children with cochlear implants. </ins></a></span> </h2> <br /> <div style="margin-left: 2em"> <ul> <li> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/22/09 </ins></a></li> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Theory"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Theory of mind and language in children with cochlear implants. </ins></a></a> </li> </ul> </li> </ul> </div> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/55963902 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/55963902 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 02 Feb 2009 19:56:09 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-ansi-language: EN-CA; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-ansi-language: EN-CA; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-ansi-language: EN-CA; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-ansi-language: EN-CA; mso-fareast-font-family: 'MS Mincho'; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations used for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-ansi-language: EN-US; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-size: 11.0pt;"> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants </ins></a></span> </span> </span> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">. </ins></a></strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 2/1/09 </ins></a></li> <li> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Phonological"> <a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Evaluating Phonological Processing Skills in Children With Prelingual Deafness Who Use Cochlear Implants. </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/50699789 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/50699789 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Fri, 12 Dec 2008 21:22:22 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations <a name="htmldiff1" id="htmldiff1"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">use </del></a><a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">used </ins></a>for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations <a name="htmldiff3" id="htmldiff3"><del class="delete" style="background-color: #F88; color: #800; text-decoration: inherit;">use </del></a><a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">used </ins></a>for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </strong> </span> </span> <strong> . </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 12/7/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Alt+Assess"> Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/50696377 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/50696377 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Fri, 12 Dec 2008 20:57:26 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: AdvPS9261;"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="font-family: Times New Roman;"> <span style="font-size: 11pt; line-height: 115%; font-family: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman';"> <span style="font-family: Times New Roman;"> <span style="font-size: 12pt;"> <span class="pagecontents"> <span style="font-family: Arial;"> <span style="font-weight: bold; font-size: 10pt; line-height: 119%; font-family: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US;"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span class="pagecontents"> <span style="font-size: 11pt; font-family: 'Times New Roman','serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';"> <span style="font-style: normal;"> <span style="font-family: Times New Roman;"> <span class="pagecontents"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> <strong> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats </ins></a></strong> </span> </span> <strong> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">. </ins></a></strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 12/7/08 </ins></a></li> <li> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Alt+Assess"> <a name="htmldiff5" id="htmldiff5"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Alternate Assessment Use with Students who are Deaf or Hard of Hearing: An Analysis of Portfolio, Checklists, and Out-of-Level Formats. </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/47900429 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/47900429 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 24 Nov 2008 13:53:01 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: AdvPS9261"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-STYLE: normal"> <span style="FONT-FAMILY: Times New Roman"> <strong> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </strong> </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/23/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Spoken_Lang"> Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/47900357 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/47900357 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Mon, 24 Nov 2008 13:52:34 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: AdvPS9261"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> </ul> <br /> <ul> <li> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <strong> <span style="FONT-STYLE: normal"> <a name="htmldiff1" id="htmldiff1"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </ins></a></span> </strong> </span> </span> </span> </span> </span> <ul> <li> <a name="htmldiff2" id="htmldiff2"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Author facilitated discussion concerning this topic ended on 11/23/08 </ins></a></li> <li> <a name="htmldiff3" id="htmldiff3"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">To read the research summary and related discussion, 'click" on the following link </ins></a><ul> <li> <a class="wiki_link" href="/Spoken_Lang"> <a name="htmldiff4" id="htmldiff4"><ins class="insert" style="background-color: #AFA; color: #080; text-decoration: inherit;">Spoken Language Development in Oral Preschool Children With Permanent Childhood Deafness. </ins></a></a> </li> </ul> </li> </ul> </li> </ul> Past Topical Discussions http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/46338195 sherrye http://jdsde-author-corner.wiki.educ.msu.edu/page/diff/Past+Topical+Discussions/46338195 http://jdsde-author-corner.wiki.educ.msu.edu/message/list/Past+Topical+Discussions Thu, 13 Nov 2008 17:48:20 GMT <ul> <li> <strong> Math Problem Solving: Abstract of Research Currently Under Discussion </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 2/13/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Relative+Difficulty+of+Signed+Arithmetic+Story+Problems+for+Primary+Level+Deaf+and+Hard-of-Hearing+Students"> The Relative Difficulty of Signed Arithmetic Story Problems for Primary Level Deaf and Hard-of-Hearing Students </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: AdvPS9261"> <strong> The Signed Reading Fluency of Students Who Are Deaf/Hard of Hearing </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 2/25/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/The+Signed+Reading+Fluency+of+Students+who+are+Deaf+and+Hard+of+Hearing"> The Signed Reading Fluency of Students Who are Deaf - Hard of Hearing </a> </li> </ul> </li> </ul> </li> <li> <strong> Deaf College </strong> <strong> Students’ Perceptions of their Social-Emotional Adjustment </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 3/16/08 </li> <li> To read the research summary and related discussion, 'click' on the following link <ul> <li> <a class="wiki_link" href="/Deaf+College+Students+Perceptions+of+their+Social-Emotional+Adjustment"> Deaf College Students’ Perceptions of their Social-Emotional Adjustment </a> </li> </ul> </li> </ul> </li> <li> <strong> Social Integration of Deaf Children in Inclusive Settings </strong> <br /> <ul> <li> Author facilitated discussion concerning this topic ended on 4/6/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Social+Integration+of+Deaf+Children+in+Inclusive+Settings"> Social Integration of Deaf Children in Inclusive Settings </a> </li> </ul> </li> </ul> </li> <li> <strong> <span class="wiki_link"> What Really Matters in the Early Literacy Development of Deaf Children </span> <span class="wiki_link"> ? </span> </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 4/27/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/What+Really+Matters+in+the+Early+Literacy+Development+of+Deaf+Children%3F"> What Really Matters in the Early Literacy Development of Deaf Children? </a> </li> </ul> </li> </ul> </li> <li> <strong> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 5/18 <em> 08 </em> </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Visual+Spatial+Representation+in+Mathematical+Problem+Solving+by+Deaf+and+Hearing+Students"> Visual-Spatial Representation in Mathematical Problem Solving by Deaf and Hearing Students. </a> </li> </ul> </li> </ul> </li> <li> <strong> Parents' Views on Changing Communication After Cochlear Implantation </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/8/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Parent%27s+Views+on+Changing+Communication+After+Cochlear+Implantation"> Parents' Views on Changing Communication After Cochlear Implantation </a> </li> </ul> </li> </ul> </li> <li> <strong> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </strong> <ul> <li> Author facilitated discussion concerning this topic ended on 6/30/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Academic+Status"> Academic Status of Deaf and Hard-of-Hearing students in public schools: Student, home, and service facilitators and detractors </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <strong> An investigation of two-way text messaging use with deaf students at the secondary level. </strong> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 7/20/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Text_Messaging"> An investigation of two-way text messaging use with deaf students at the secondary level. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <strong> Modeling reading vocabulary learning in deaf children in bilingual education programs. </strong> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/11/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Vocabulary_Learning"> Modeling reading vocabulary learning in deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 8/31/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Literacy"> Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading. </a> </li> </ul> </li> </ul> </li> <li> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 11pt; LINE-HEIGHT: 115%; FONT-FAMILY: 'Calibri','sans-serif'; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-CA; mso-fareast-language: JA; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'"> <span style="FONT-FAMILY: Times New Roman"> <span style="FONT-SIZE: 12pt"> <span class="pagecontents"> <span style="FONT-FAMILY: Arial"> <span style="FONT-WEIGHT: bold; FONT-SIZE: 10pt; LINE-HEIGHT: 119%; FONT-FAMILY: Arial; mso-ansi-language: en-US; mso-default-font-family: Arial; mso-ascii-font-family: Arial; mso-latin-font-family: Arial; mso-greek-font-family: Arial; mso-cyrillic-font-family: Arial; mso-hebrew-font-family: Arial; mso-arabic-font-family: Arial; mso-latinext-font-family: Arial; language: en-US"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </span> </span> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 9/21/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Family_Mediation"> Family mediation of mathematically based concepts while engaged in a problem-solving activity with their young deaf children. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <strong> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing </span> . </strong> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 10/12/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Test_Accomodations"> Accommodations use for statewide standardized assessments: Prevalence and recommendations for students who are Deaf or hard of hearing. </a> </li> </ul> </li> </ul> </li> <li> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin"> <span class="pagecontents"> <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Times New Roman','serif'"> <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Times New Roman','serif'"> <strong> The relationship between the reading and signing skills of deaf children in bilingual education programs. </strong> </span> </span> </span> </span> </span> <ul> <li> Author facilitated discussion concerning this topic ended on 11/02/08 </li> <li> To read the research summary and related discussion, 'click" on the following link <ul> <li> <a class="wiki_link" href="/Bilingual"> The relationship between the reading and signing skills of deaf children in bilingual education programs. </a> </li> </ul> </li> </ul> </li> </ul>