Subtitling for the deaf and hard-of-hearing (SDH) is an area which deserves a special attention as it ena- bles these people to access to the part of the ‘world’ intended for hearing people, including the world of ‘motion pictures’, and particularly movie sounds. Compared to linguistic sounds, non-linguistic sounds have received little attention in the field of translation, although they are in...

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dime...

deaf is used in two contexts: firstly, when referring to all deaf people in general (hence, deaf football); and secondly, when writing specifically about those deaf people for whom deafness means being unable to hear, rather than having any linguistic or cultural connotations. This group includes those people who refer to themselves as ‘deafened’, ‘hard of hearing’, ‘hearing impaired’ and other...

discussion similar resilience scores in deaf and hearing participants may be due to appropriate interaction of deaf signers with family members and society. male deaf subjects were more resilient than female ones; studies should be done to examine the effects of cultural characteristics that may provide females with less communication opportunities than males. materials and methods this compara...

BACKGROUND Deaf or hard-of-hearing children experience difficulties in learning health principles. But technology has significantly improved their ability to learn. The challenge in e-learning is to design attractive applications while having an educational aspect. OBJECTIVE The aims of this study were to determine the pedagogical effectiveness of a health education application for deaf and h...

The article challenges educators to rethink reading instruction practices for students who are deaf or hard of hearing. The authors begin with a discussion of the role of phonology in reading, then summarize the evidence of phonological coding among skilled deaf readers and investigate alternative routes for acquiring phonologically related skills such as the use of speechreading, articulatory ...

Approximately 9% to 10% of Americans have hearing loss, making it the second most common disability in the United States. Regardless of hearing loss level, persons who are deaf or hard of hearing (D&HH) have altered health care utilization patterns and significant communication difficulties with physicians, often experiencing misunderstandings about their disease or treatment recommendations. T...

The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using the Stanford for ...