In this Issue

Table of Contents

Remembering and Debating Harlan Lane

Peter V. Paul
pp. 525-530
DOI: https://doi.org/10.1353/aad.2020.0000
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Do d/Deaf and Hard of Hearing Children Need Access to a Spoken Phonology to Learn to Read? A Narrative Meta-Analysis

Khalid N. Alasim, Faisl M. Alqraini
pp. 531-545
DOI: https://doi.org/10.1353/aad.2020.0001
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Cochlear Implants in Congenitally Deaf Children: A Discussion Built on Rights-Based Arguments

Tainá Garcia Maia
pp. 546-559
DOI: https://doi.org/10.1353/aad.2020.0002
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English Literacy Outcomes in Sign Bilingual Programs: Current State of the Knowledge

Connie Mayer, Beverly J. Trezek
pp. 560-576
DOI: https://doi.org/10.1353/aad.2020.0003
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Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and Research

Michael E. Skyer
pp. 577-591
DOI: https://doi.org/10.1353/aad.2020.0004
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Implications of a Sight Word Intervention for Deaf Students

Jodi L. Falk, Kristin Anderson Di Perri, Amanda Howerton-Fox, Carly Jezik
pp. 592-607
DOI: https://doi.org/10.1353/aad.2020.0005
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Annual Index 2019–2020

pp. 608-611
DOI: https://doi.org/10.1353/aad.2020.0006
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