Project MUSE®: American Annals of the Deaf - Latest Articles
https://muse.jhu.edu/journal/213
Project MUSE®: Latest articles in American Annals of the Deaf.daily12026-05-16T00:00:00-05:00text/htmlen-USVol. 125 (1980) through current issueLatest Articles: American Annals of the DeafTWOProject MUSE®American Annals of the Deaf1543-03750002-726XLatest articles in American Annals of the Deaf. Feed provided by Project MUSE®Dialoguing and Questioning Are Critical for the Development of Understanding and Knowledge
https://muse.jhu.edu/article/988839
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In this editorial, we discuss the value of two constructs, often used together, dialoguing and questioning, which can facilitate the development of understanding and, equally as critical, the advancement of knowledge. With respect to instruction, teachers and students should utilize these constructs. Teachers can share ideas with each other which deepens their practices and understanding of the topics they are attempting to teach. Teachers can dialogue and ask questions and encourage their students to do the same. Students can also collaborate with each other in the classroom which may increase motivation and engagement. Question-asking, supported by the National Reading Panel (2000), also facilitates students'
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallDialoguing and Questioning Are Critical for the Development of Understanding and Knowledge2026-04-30text/htmlen-USDialoguing and Questioning Are Critical for the Development of Understanding and Knowledge2026-04-302026TWOProject MUSE®680582026-05-16T00:00:00-05:002026-04-30Exploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms
https://muse.jhu.edu/article/988840
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Reading functions as a fundamental gateway to academic achievement and lifelong learning. For students who are d/Deaf or hard of hearing (d/Dhh), the development of literacy skills presents persistent challenges across educational contexts (Lederberg et al., 2013; Marschark et al., 2009; Alqraini, 2025). Despite notable advances such as cochlear implantation, early hearing detection programs, and inclusive education reforms, learners who are d/Dhh continue to demonstrate lower levels of reading proficiency than their hearing peers (Antia et al., 2020; Alqraini, 2022). These disparities stem not only from auditory differences but also from systemic factors, including delayed exposure to language, limited access to
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallExploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms2026-04-30text/htmlen-USExploring Teachers' Challenges in Teaching Reading to d/Deaf and Hard of Hearing Students in Classrooms2026-04-302026TWOProject MUSE®782522026-05-16T00:00:00-05:002026-04-30Language and Pretend Actions Understanding in Children with Hearing Loss
https://muse.jhu.edu/article/988841
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The aim of the present study was to compare deaf and hard of hearing (DHH) children with hearing children in their understanding of pretend actions and how their language development is related to this. Studying the understanding of pretend actions in DHH children, as compared to hearing children, may help us better understand the role played by language in the understanding and development of pretend play in both groups. Moreover, detecting possible difficulties could prove useful in developing educational interventions to help children achieve this milestone and interact better in pretend play settings. Such interventions are important, because mastering pretend play represents an important milestone in the
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallLanguage and Pretend Actions Understanding in Children with Hearing Loss2026-04-30text/htmlen-USLanguage and Pretend Actions Understanding in Children with Hearing Loss2026-04-302026TWOProject MUSE®1436032026-05-16T00:00:00-05:002026-04-30Integrating Worlds: An Interpretative Phenomenological Study on the Influence of Deaf Role Models as Expressed by Hearing Parents
https://muse.jhu.edu/article/988842
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Through universal newborn hearing screening, approximately 700 children are identified annually as moderately to profoundly d/Deaf or hard of hearing (d/Dhh) across Australia (Australian Government, Department of Health and Aged Care, 2021) and New Zealand (Digby et al., 2023). Additionally, by the beginning of school commencement, the number of identified d/Dhh children doubles (Fitzgibbons et al., 2023). Deaf role models (DRMs) have been used in other parts of the world as a formal early intervention option for d/Dhh children in hearing families to provide mentoring and language modelling, share their lived experience, and support the development of d/Dhh children for several decades (Greenberg, 1983; Hamilton &
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallIntegrating Worlds: An Interpretative Phenomenological Study on the Influence of Deaf Role Models as Expressed by Hearing Parents2026-04-30text/htmlen-USIntegrating Worlds: An Interpretative Phenomenological Study on the Influence of Deaf Role Models as Expressed by Hearing Parents2026-04-302026TWOProject MUSE®1152892026-05-16T00:00:00-05:002026-04-30Itinerant Teachers' Writing Instruction
https://muse.jhu.edu/article/988843
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Writing is one of the most influential skills for success after K–12 school, in both college and career (Conley, 2007). While state standards and national teaching organizations have increased their emphasis on writing across content areas (Gabriel & Dostal, 2015), many teachers have reported their writing instruction is not adequate (Graham, 2019) or they are not confident in their ability to teach writing (Brindle et al., 2016). A national survey of teachers of the deaf (TODs) in 2021 (Dostal et al., 2021a) found that half the teachers surveyed reported having minimal to no preparation for teaching writing, which was similar to results in previous studies with content area teachers (Gillespie et al., 2013; Graham
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallItinerant Teachers' Writing Instruction2026-04-30text/htmlen-USItinerant Teachers' Writing Instruction2026-04-302026TWOProject MUSE®1925862026-05-16T00:00:00-05:002026-04-30Interpreting in Higher Education: American Sign Language–English Interpreters' Experience of the Structural and Cultural Environment within a University
https://muse.jhu.edu/article/988844
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The shortage of American Sign Language–English interpreters in the United States is an equity issue for individuals who use or hire interpreters for language access. Interpreters serve as facilitators of language, culture, and communication between the d/Deaf,1 hard of hearing, and hearing communities. Studies highlight the lack of certified and qualified interpreters, which is a challenge faced outside of the United States, as well (Arizona Family News, 2024; Ball, 2017; Carmel, 2001; Cogen & Cokely, 2015; Dean & Pollard, 2001; McLaughlin, 2010; De Meulder & Haualand, 2019; National Deaf Center, 2022; Powell, 2013). This critical shortage has persisted since 1964, when practicing interpreters first gathered to
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallInterpreting in Higher Education: American Sign Language–English Interpreters' Experience of the Structural and Cultural Environment within a University2026-04-30text/htmlen-USInterpreting in Higher Education: American Sign Language–English Interpreters' Experience of the Structural and Cultural Environment within a University2026-04-302026TWOProject MUSE®1325242026-05-16T00:00:00-05:002026-04-30From Language Deprivation to Equity: Diverse Deaf-Centered Pedagogical Approaches in Deaf Education: Review of 58-In-Mind
https://muse.jhu.edu/article/988845
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58-in-mind represents a valuable contribution to Deaf education because it successfully combines theory and practice while centering a clear theoretical perspective that includes multilingualism, equity, and Deaf-centered pedagogy. My review highlights how the book equips educators with actionable teaching tools while also advancing language and identity development for diverse Deaf students.Throughout a range of contributors and contexts, the book's main argument is that Deaf students must be recognized as multilingual learners with diverse identities, and because of this diversity, deaf education should be guided by approaches that are multilingual, multimodal, antibias/antiracist, and Deaf-centered. The authors
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Project MUSE®https://muse.jhu.edu/2026-05-16T00:00:00-05:00https://muse.jhu.edu/journal/213/image/coversmallFrom Language Deprivation to Equity: Diverse Deaf-Centered Pedagogical Approaches in Deaf Education: Review of 58-In-Mind2026-04-30text/htmlen-USFrom Language Deprivation to Equity: Diverse Deaf-Centered Pedagogical Approaches in Deaf Education: Review of 58-In-Mind2026-04-302026TWOProject MUSE®219082026-05-16T00:00:00-05:002026-04-30