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American Annals of the Deaf|February 25, 2020
Do d/Deaf and Hard of Hearing Children Need Access to a Spoken Phonology to Learn to Read? A Narrative Meta-AnalysisKhalid N Alasim, Faisl M AlqrainiAmerican Annals of the Deaf|February 25, 2020
English Literacy Outcomes in Sign Bilingual Programs: Current State of the KnowledgeConnie Mayer, Beverly J TrezekAmerican Annals of the Deaf|February 25, 2020
Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and ResearchMichael E SkyerAmerican Annals of the Deaf|February 25, 2020
Implications of a Sight Word Intervention for Deaf StudentsJodi L Falk, Kristin Anderson Di Perri, Amanda Howerton-Fox, et al.American Annals of the Deaf|January 18, 2007
Is tobacco use a problem among deaf college students?Barbara A Berman, Coen Bernaards, Elizabeth A Eckhardt, et al.American Annals of the Deaf|January 18, 2007
Visual phonics: an English code buster?M Lynn Woolsey, Susan T Satterfield, Len RobersonAmerican Annals of the Deaf|September 14, 2007
Toward a description of deaf college students' written English: overuse, avoidance, and mastery of function wordsRachel Channon, Edna Edith SayersAmerican Annals of the Deaf|December 1, 1991
Terminology and methods in the education of the deaf. Questions for the expertsS PeffleyAmerican Annals of the Deaf|December 1, 1991
The prevalence of boredom proneness and depression among profoundly deaf residential school adolescentsJ D Watt, F E DavisAmerican Annals of the Deaf|December 1, 1991
Skills needed for teaching hearing-impaired adolescents. The perceptions of teachersJ L LucknerPageof 99