Our Research-Based Design

Here are a few select publications and presentations, please contact us if you would like to know more. 

 

Our Research
2021 - 2018

McQuarrie, L., & Enns, (2021).  Assessing ASL: Comprehension, narrative and phonological awareness.  In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 217-228). New York, NY:  Routledge, Taylor & Francis Group. 

 

Enns, C., & McQuarrie, L. (2020).  Language assessment: Links to literacy for bilingual learners.  In S. Easterbrooks & H. Dostal (Eds.), Oxford Handbook of Deaf Studies in Literacy (pp. 235-250).  New York, NY: Oxford University Press.

 

McQuarrie, L. & Enns, C. (2019, November). Signed language phonological awareness instruction and the acquisition of sign and print vocabulary in bilingual deaf children. Poster presented at the 3rd International Conference on Teaching Deaf Learners, Haarlam, the Netherlands.

 

McQuarrie, L., Enns, C., Lam, E., & Yong, S. (2019, November). Dual language (ASL- English) vocabulary apps: Using digital games to enhance language and literacy learning.  Poster presented at the 3rd International Conference on Teaching Deaf Learners, Haarlam, the Netherlands.

 

McQuarrie, L. & Enns, C.  (2018, October). Developing Sign-Symbol Aptitude To Support Word Reading Acquisition. Paper presented at the 2018 Workshop on Reading, Language and Deafness (WoRLD), Basque Centre on Cognition, Brain and Language, San Sebastian, Spain.

 

McQuarrie, L., Enns, C., Lam, E., & Yong, S. (2018, October). Learning technologies: Supporting word reading using dual language vocabulary apps.  Poster presented at the 2018 Workshop on Reading, Language and Deafness (WoRLD), Basque Centre on Cognition, Brain and Language, San Sebastian, Spain.

 

McQuarrie, L., Enns, C., Lam, E., & Yong, S. (2018, June). Innovative technologies: Developing dual language (American Sign Language - English) literacy apps with and for Deaf children. Poster presented at the 3rd International Conference on Sign Language Acquisition (ICSLA), Istanbul, Turkey.

 

Enns, C., McQuarrie, L., Cundy, L. & Zimmer, K. (2018, February).  Assessing children's development of American Sign Language.  Paper presented at the 43rd Annual Conference of the Association of College Educators - Deaf and Hard of Hearing (ACE-D/HH), Tucson, AZ.

McQuarrie, L., Enns, C. Lam, Y., & Yong, S. (2018, January).  Digital inclusion through co-design with Deaf children.  Poster presented at the 16th Annual Hawaii International Conference on Education, Honolulu, HI.

 

2017 - 2015

 

McQuarrie, L., Enns, C. & Purvis, C. (2016, July).  “Cultivating” transfer in dual language learning: Exploring the effectiveness of signed language phonological awareness training on deaf children’s sign and print vocabulary learning.  Paper presented at the 28th Australian and New Zealand Conference for Educators of the Deaf & the 12th Asia Pacific Congress on Deafness. Christchurch, New Zealand.

 

McQuarrie, L., & Enns, C. (2016, June).   Cultivated transfer: Examining the effects of explicit signed language phonological awareness training on young bimodal bilingual deaf children’s vocabulary learning in signed and spoken languages. Poster presented at the 2016 NHS and AHS Hearing Across the Lifespan (HeAL) Conferences. Cernobbio, Lake Como, Italy. 

 

McQuarrie, L, & Enns, C. (2016, June). Innovative technologies: Creating dual language word learning games through co-design with Deaf children.  Poster presented at the 2016 International Education Conference, Venice, Italy.  

 

Enns, C. & McQuarrie, L. (2016, May). Visually-based phonological awareness: Building deaf children’s vocabulary in signed and written language. Paper presented at the 2016 Conference of the Canadian Society for the Study of Education (CSSE), Calgary, Alberta. 

 

McQuarrie, L, & Enns, C. (2016, April).  Innovative technologies: Creating breakthrough dual language word learning games through co-design with Deaf children. Poster presented at the 32nd Annual Pacific Rim International Conference on Disability and Diversity, Honolulu, Hawaii. 

 

Baron, T., Lam, E. & McQuarrie, L. (2015). Developing new technologies for children and with children: Using co-design for creating an instructional game. Poster presented at the 22nd International Congress on the Education of the Deaf (ICED), Athens, Greece.

 

McQuarrie, L., & Enns, C. (2015, March).  Bilingual Deaf children as co-design partners in developing ASL/English word learning technology tools.  Paper presented at the Society for Research on Child Development (SRCD) Pre-conference on Deaf Education. Philadelphia, PA. 

 

McQuarrie, L., & Enns, C. (2015, January). HandsUp! for literacy: Tapping into Sign Language phonological awareness training in the development of literacy in English for bilingual deaf children.  Poster presented at the 12th Annual Hawaii International Conference on Education, Honolulu, Hawaii

 

McQuarrie, L., Baron, T., &  Lam, E. (2015, January). Nothing about us without us!  Bilingual deaf children as co-design partners in the development of an interactive digital word learning game.  Poster presented at the 12th Annual Hawaii International Conference on Education, Honolulu, Hawaii.

 

2014 – 2012

 

McQuarrie, L., & Abbott, M. (2013). Bilingual Deaf students’ phonological awareness in ASL and reading skills in English. Sign Language Studies, 14 (1), 80-100. DOI: 10.1353/sls.2013.0028

 

McQuarrie, L., Enns, C., Zimmer, K., Henner, J., Baker, S., & Clark, D. (2013, February). American Sign Language (ASL) assessment tools: A “Sign of the Times” panel presentation.  Papers presented at the 39th Annual Conference of the Association of College Educators - Deaf and Hard of Hearing (ACE-D/HH). Santa Fe, New Mexico.

McQuarrie, L., & Parrila, R. (2014). Literacy and linguistic development in bilingual deaf children: Implications of the ‘and’ for phonological processing. [Special Issue] American Annals of the Deaf, 159 (4), 372-384. 

 

McQuarrie, L., & Parrila, R. (2009). Phonological representations in deaf children: Rethinking the “functional equivalence” hypothesis. Journal of Deaf Studies and Deaf Education, 14(2), 137–154.


 

Additional Research

 

Allen, T. E., & Morere, D. A. (2020).  Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home.  PLoS ONE 15(2): e0229591.

 

Andrew, K. N., Hoshooley, J., & Joanisse, M. F. (2014). Sign language ability in young

deaf signers predicts comprehension of written sentences in English. Plos One, 9(2), e89994. doi:10.1371/journal.pone.0089994

 

Andriola, D. (2019). The neurobiological correlates of phonological awareness and reading outcomes in deaf children.  Unpublished Doctoral Dissertation, Gallaudet University.

 

Andriola, D. & Langdon, C. (2018, October). Examining the brain bases of sign

language phonological awareness and reading in deaf children. Poster presented at the Workshop on Reading, Language and Deafness (WoRLD), Basque Centre on Cognition, Brain and Language, San Sebastian, Spain.

 

Bailes, C.N., Erting, C.J., Erting, L.C., & Thumann-Prezioso, C. (2009). Language and literacy acquisition through parental mediation in American Sign Language. Sign Language Studies, 9(4), 417-456. 

 

Barca, L., Pezzulo, G., Castrataro, M., Rinaldi, P., & Caselli, M. (2013). Visual word recognition in deaf readers: Lexicality is modulated by communication mode. PLOS One, 8(3), 1–7.

 

Belanger, N. N., Baum, S. R., & Mayberry, R. I. (2011). Reading difficulties in adult deaf

readers of French: Phonological codes, not guilty! Scientific Studies of Reading, 16, 263–285.

 

Berke, M. (2013). Reading books with young deaf children: Strategies for mediating

between American Sign Language and English. Journal of Deaf Studies and Deaf

Education, 18, 299–311.

 

Bosworth, R., & Emmorey, K. (2010). Effects of iconicity and semantic relatedness on lexical access in American Sign Language. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 11573-1581.

 

Chamberlain, C., & Mayberry, R. I. (2008). American Sign Language syntactic and narrative comprehension in skilled and less skilled readers: Bilingual and bimodal evidence for the linguistic basis of reading. Applied Psycholinguistics, 29, 367–388.

 

Chen Pichler, D., Kuntze, M., Lillo-Martin, D., Muller de Quadros, R., & Rossi Stumpf, M. (2018). Sign language acquisition by deaf and hearing children. Gallaudet University Press.

 

Clark, M. D., Hauser, P. C., Miller, P., Kargin, T., Rathmann, C., Guldenoglu, B.,

Kubus, O., Spurgeon, E., & Israel, E. (2016). The importance of early sign language acquisition for deaf readers. Reading and Writing Quarterly, 32(2), 127– 151.

 

Corina, D., Hafer, S., & Welch, K. (2014). Phonological awareness for American Sign Language. Journal of Deaf Studies and Deaf Education, 19(4), 530–545.

 

Crume, P. K. (2013). Teachers’ perceptions of promoting sign language phonological awareness in an ASL/English bilingual program. The Journal of Deaf Studies and Deaf Education, 18(4), 464–488. 

 

Czubek, T. (2021). Crossing the divide: The Bilingual grammar curriculum. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 150-170).   New York, NY:  Routledge, Taylor & Francis Group. 

 

DiPerri, K. A. (2004). ASL phonemic awareness in deaf children: Implications for

instruction. UMI Dissertation Services.

 

DiPerri, K. A. (2021).  The Bedrock Literacy Curriculum.  In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 132-1149).   New York, NY:  Routledge, Taylor & Francis Group. 

 

Emmorey, K., Mott, M, Meade, G, Holcomb, P.  & Midgley, K. (2020). Lexical selection in bimodal bilinguals: ERP evidence from picture-word interference. Language, Cognition and Neuroscience. 1-15. 

 

Emmorey, K., McCullough, S., & Weisberg, J. (2015). Neural correlates of fingerspelling, text, and sign processing in deaf ASL-English bilinguals. Language, Cognition, and Neuroscience, 30(6), 749-767.

 

Enns, C., Haug, T., Herman, R., Hoffmeister, R., Mann, W., & McQuarrie, L. (2016). Exploring signed language assessment tools around the world. In M. Marschark, V. Lampropoulou, & E. K. Skordilis (Eds.), Diversity in deaf education (pp. 171– 218). New York, NY: Oxford University Press.

 

Enns, C., Henner, J., & McQuarrie, L. (2021). Bilingualism in deaf children: Essays in honor of Robert Hoffmeister. New York, NY: Routledge, Taylor & Francis Group. 

 

Enns, C. E., Zimmer, K., Boudreault, P., Rabu, S., & Broszeit, C. (2013). American Sign

Language Receptive Skills Test. Winnipeg, MB: Northern Signs Research, Inc.

 

Enns, C., Zimmer, K., Broszeit, C., & Rabu, S. (2019). American Sign Language Expressive Skills Test. Winnipeg, MB: Northern Signs Research, Inc.

 

Falk, J. L., Di Perri, K. A., Howerton-Fox, A., & Jezik, C. (2020). Implications of a

sight word intervention for Deaf students. American Annals of the Deaf, 164(5),

592–607.

 

Golos, D. & Moses, A. (2013). Developing preschool deaf children’s language and literacy learning from an educational media series. American Annals of the Deaf, 158(4), 411–425. 

 

 Hall, M. L., Eigsti, I., Bortfeld, H., & Lillo-Martin, D. (2018). Executive function in deaf children: Auditory access and language access. Journal of Speech, Language, and Hearing Research, 1-19.

 

Hall, W. C. (2017). What you don't know can hurt you: The risk of language deprivation by impairing sign language development in deaf children. Maternal and Child Health Journal, 21(5), 961-965.

 

Henner, J., Novogrodsky, R., Caldwell-Harris, C., & Hoffmeister, R. (2018). The

development of American Sign Language–based analogical reasoning in signing deaf children. Journal of Speech, Language, and Hearing Research, 62(1), 93– 105.

 

Hermans, D., Knoors, H., Ormel, E., & Verhoeven, L. (2008). The relationship between the reading and signing skills of deaf children in bilingual education programs. Journal of Deaf Studies and Deaf Education, 13(4), 518–530.

 

Hirshorn, E. A., Dye, M. W. G., Hauser, P., Supalla, T. R., & Bavelier, D. (2015). The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations. Frontiers in Psychology, 6, 1153.

 

Hoffmeister, R. J., & Caldwell-Harris, C. L. (2014). Acquiring English as a second language via print: The task for deaf children. Cognition, 132(2), 229–242.

 

Holcomb, L. K. (2019). Rhyme and rhythm on deaf children’s engagement behavior and

accuracy in recitation (PhD diss.). University of Tennessee. Retrieved from https://trace.tennessee.edu/utk_graddiss/5350.

 

Holcomb, L. K. & Wolbers, K. (2020).  Effects of ASL rhyme and rhythm on deaf children’s engagement behavior and accuracy in recitation: Evidence from a single case design.  Children, 7(12), 256; https://doi.org/10.3390/children7120256

Holmer, E., Heimann, M., & Rudner, M. (2016). Evidence of an association between sign language phonological awareness and word reading in deaf and hard-of-hearing children. Research in Developmental Disabilities, 48, 145–159.

 

Holmer, E., Heimann, M., & Rudner, M. (2017). Computerized sign language based literacy training for deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 22(4), 404–421.

 

Howerton-Fox, A., & Falk, J. L. (2019). Deaf children as ‘English learners’: The psycholinguistic turn in deaf education. Education Sciences, 9(2), 133.

 

Hrastinski, I., & Wilbur, R. B. (2016). Academic achievement of deaf and hard-of- hearing students in an ASL/English bilingual program. Journal of Deaf Studies and Deaf Education, 21(2), 156–170. 

 

Humphries, T. (2013). Schooling in American Sign Language: A paradigm shift from a deficit model to a bilingual model in deaf education. Berkeley Review of Education, 4. doi:10.5070/b84110031

 

Humphries, T., Kushalnagar, P., Mathur, G., Napoli, D. J., Padden, C., Rathmann, C., & Smith, S. R. (2012). Language acquisition for deaf children: Reducing the harms of zero tolerance to the use of alternative approaches. Harm Reduction Journal, 9(16).

 

Keck, T. & Wolgemuth, K. (2020). American Sign Language phonological awareness 

and English reading abilities: Continuing to explore new relationships.  Sign Language Studies, 20(2), 334-354.

 

Kourbetis, V., & Karip, S. (2021). How can you talk about bilingual education of the

deaf if you do not teach sign language as a first language? In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 113-149).  New York, NY:  Routledge, Taylor & Francis Group. 

 

Kubuş, O., Villwock, A., Morford, J. P., & Rathmann, C. (2015). Word recognition in deaf readers: Cross-language activation of German Sign Language and German. Applied Psycholinguistics, 36(4), 831 - 854. 

 

Kuntze, M. & Golos, D. (2021).   Revisiting Rethinking Literacy. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 99-112).  New York, NY:  Routledge, Taylor & Francis Group. 

 

Kuntze, M., Golos, D., & Enns, C. (2014). Rethinking literacy: Broadening opportunities for visual learners. Sign Language Studies, 14(2), 203-224.

 

Lederberg, A. R., Branum-Martin, L., Webb, M., Schick, B., Antia, S., Easterbrooks, S. R., & Connor, C. M. (2019). Modality and interrelations among language, reading, spoken phonological awareness, and fingerspelling. Journal of Deaf Studies and Deaf Education, 24(4).1-16.

 

MacSweeney, M., Capek, C. M., Campbell, R., & Woll, B. (2008). The signing brain:The neurobiology o f sign language. Trends in Cognitive Sciences, 72(1 1), 432-440.

 

MacSweeney, M., Waters, D., Brammer, M. J., Woll, B., & Goswami, U. (2008). Phonological processing in deaf signers and the impact of age of first language acquisition. NeuroImage, 40, 1369–1379.

 

Mann, W., & Marshall, C. (2012). Investigating deaf children’s vocabulary knowledge in British Sign Language. Language Learning, 62(4), 1024–1051.

 

Mann, W., Marshall, C. R., Mason, K., & Morgan, G. (2010). The acquisition of sign language: The impact of phonetic complexity on phonology. Language, Learning, and Development, 6, 60–86.

 

Mayberry, R. I., del Giudice, A. A., & Lieberman, A. M. (2011). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education, 16(2), 164–188.

 

Mayberry, R. I., & Kluender, R. (2018). Rethinking the critical period for language: New insights into an old question from American Sign Language. Bilingualism: Language and Cognition, 21(5), 886–905.

 

McQuarrie, L., & Abbott, M. (2013). Bilingual deaf students’ phonological awareness in

ASL and reading skills in English. Sign Language Studies, 14(1), 80–100.

 

McQuarrie, L. & Cundy, L. (2019).  The American Sign Language Phonological Awareness Test (ASL-PAT).  Edmonton, AB: Sign2Read Literacy Initiatives Inc.  

 

McQuarrie, L., & Enns, (2021).  Assessing ASL: Comprehension, narrative and phonological awareness.  In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 217-228).   New York, NY:  Routledge, Taylor & Francis Group. 

 

McQuarrie, L., & Parrila, R. (2014). Literacy and linguistic development in bilingual deaf

children: Implications of the ‘and’ for phonological processing. American Annals of the Deaf, 159(4), 372–384.

 

Miller, P., & Clark, M. D. (2011). Phonemic awareness is not necessary to become a

skilled deaf reader. Journal of Developmental and Physical Disabilities, 23(5),

459-476.

 

Meade, G., Midgley, K.J., Sehyr, Z.S., Holcomb, P.J., Emmorey, K. (2017). Implicit co- activation of American Sign Language in deaf readers: An ERP study. Brain Language,170, 50–61.

 

Morford, J. P., Kroll, J. F., Piñar, P., & Wilkinson, E. (2014). Bilingual word recognition in deaf and hearing signers: Effects of proficiency and language dominance on cross-language activation. Second Language Research, 30(2), 251–271.

 

Morford, J. P., Occhino-Kehoe, C., Piñar, P., Wilkinson, E., & Kroll, J. F. (2017). The time course of cross-language activation in deaf ASL- English bilinguals. Bilingualism (Cambridge, England), 20(2), 337–350. 

 

Morford, J. P., Wilkinson, E., Villwock, A., Piñar, P., & Kroll, J. F. (2011). When deaf signers read English: Do written words activate their sign translations?  Cognition, 118(2), 286–292. 

 

Mounty, J. L., Pucci, C. T., & Harmon, K. C. (2014). How deaf American Sign Language/English bilingual children become proficient readers: An emic perspective. Journal of Deaf Studies and Deaf Education, 19(3), 333–346. 

 

Novogrodsky, R., Caldwell-Harris, C., Fish, S., & Hoffmeister, R. J. (2014). The development of antonyms knowledge in American Sign Language (ASL) and its relationship to reading comprehension in English. Language Learning, 64, 749– 770.

 

Novogrodsky, R., Fish, S., & Hoffmeister, R. (2014). The acquisition of synonyms in American Sign Language (ASL): Toward a further understanding of the components of ASL vocabulary knowledge. Sign Language Studies, 14(2), 225– 249.

 

Ormel, E., & Giezen, M. (2014). Bimodal bilingual cross-language interaction: Pieces of the puzzle. In H. Knoors, M. Marschark, & G. Tang (eds.), Bilingualism and bilingual deaf education (pp. 74–101). New York, NY: Oxford University Press.

 

Ormel, E., Hermans, D., Knoors, H., & Verhoeven, L. (2012). Cross-language effects in written word recognition: The case of bilingual deaf children. Bilingualism: Language and Cognition, 15(2), 288–303.

 

Pan, J., Shu, H., Wang, Y., & Yan, M. (2015). Parafoveal activation of sign translation previews among deaf readers during the reading of Chinese sentences. Memory & Cognition, 43(6), 964–972.

 

Petitto, L. A., Langdon, C., Stone, A., Andriola, D., Kartheiser, G., & Cochran, C. (2016). Visual sign phonology: Insights into human reading and language from a natural soundless phonology. WIREs Cognitive Science, 7, 366–381.

 

Pinar, P., Dussias, P. E.. & Morford, J. P. (2011). D eaf readers as bilinguals: An

examination of deaf readers' print comprehension in light of current advances in

bilingualism and second language processing. Language and Linguistics

Compass, 510), 691-704.

 

Quinto-Pozos, D., Singleton, J., & Hauser, P. (2017). A case of specific language impairment in a deaf signer of American Sign Language. Journal of Deaf Studies and Deaf Education, 22(2), 204–218.

 

Scott, J. A.  (2021). The Relationship Between ASL Fluency and English Literacy. In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 171-186).  New York, NY:  Routledge, Taylor & Francis Group.

 

Scott, J. A., & Hoffmeister, R. J. (2017). American Sign Language and academic English: Factors influencing the reading of bilingual secondary school deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 22(1), 59- 71. 

 

Singleton, J., & Meier, R. (2021). Sign Language Acquisition in Context.  In C. Enns, J. Henner, & L. McQuarrie (Eds.), Discussing bilingualism in deaf children: Essays in honor of Robert Hoffmeister (pp. 17-34). New York, NY: Routledge, Taylor & Francis Group. 

Stone, A., Kartheiser, G., Hauser, P. C., Petitto, L. A., & Allen, T. E. (2015). Fingerspelling as a novel gateway into reading fluency in deaf bilinguals. PLOS One, 10(10), 1–12.

 

Swanwick, R. A. (2016). Deaf children’s bimodal bilingualism and education. Language Teaching, 49(1), 1–34.

 

Wauters, L., & Dirks, E. (2017). Interactive reading with young deaf and hard-of-hearing children in eBooks versus print books. The Journal of Deaf Studies and Deaf Education, 22(2), 243-252.

 

Wolbers, K.A., Bowers, L.M., Dostal, H.M., & Graham, S.C. (2014). Deaf writers’ application of American Sign Language knowledge to English. International Journal of Bilingual Education and Bilingualism, 17(4), 410-428. 

 

Wolbers, K. A., Dostal, H. M., Graham, S., Cihak, D., Kilpatrick, J. R., & Saulsburry, R.

(2015). The writing performance of elementary students receiving strategic and interactive writing instruction. Journal of Deaf Studies and Deaf Education, 20(4), 285–395.

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