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An RIT/NTID Center of Excellence for Students Who are Deaf and Hard of Hearing

Recent Publications

Marschark, M. & Spencer, P.E., Editors (2016). The Oxford handbook of deaf studies in language. New York, NY: Oxford University Press.

Marschark, M., Lampropoulou, V., & Skordilis, E., Editors (2016). Diversity in deaf education. New York, NY: Oxford University Press.

Marschark, M., Kronenberger, W.G., Rosica, M., Borgna, G., Convertino, C., Durkin, A., Machmer, E., Schmitz, K. L. (in press). Social maturity and executive function among deaf learners. Journal of Deaf Studies and Deaf Education.

Trussell, J.W., & Easterbrooks, S. R. (2016). Morphological knowledge and students who are deaf or hard-of-hearing: A review of the literature. Communication Disorders Quarterly, Advance online publication.

Marschark, M. Paivio, A., Spencer, L.J., Durkin, A., Borgna, G., Convertino, V., & Machmer, E. (in press). Don’t assume deaf students are visual learners. Journal of Physical and Developmental Disabilities.

Dammeyer, J. & Marschark, M. (2016). Level of educational attainment among deaf adults who attended bilingual-bicultural programs. Journal of Deaf Studies and Deaf Education, 21, 394-402.

Newman, L.A., Marschark, M., Shaver, D.M., & Javits, H. (in press). Course taking effects on postsecondary enrollment of deaf and hard-of-hearing students. Exceptionality.

 

Albertini, J.A., Marschark, M., & Kincheloe, P. (2016). Deaf students’ reading and writing in college: Fluency, coherence, and comprehension. Journal of Deaf Studies and Deaf Education, 21 303-309.

 

Marschark, M., Sarchet, T., & Trani, A. (2016). Effects of hearing loss and sign language use on working memory. Journal of Deaf Studies and Deaf Education, 21, 148-155.

Leigh, G., & Marschark, M. (2016). Recognizing diversity in deaf education: from Paris to Athens with a diversion to Milan. In M Marschark, V. Lampropoulou, & E. Skordilis (Eds.), Diversity in deaf education (pp. 1-20). New York, NY: Oxford University Press.

Marschark, M., & Leigh, G. (2016). Recognizing diversity in deaf education: Now what do we do with it?! In M. Marschark, V. Lampropoulou, & E. Skordilis (Eds.), Diversity in deaf education (pp. 507-535). New York, NY: Oxford University Press.

Marschark, M, Jackson Machmer, E., Convertino, C. (2016). Understanding language in the real world. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies in language (pp. 431-451). New York, NY: Oxford University Press.

Nagle, K., Shaver, D.M., Newman, L.A., & Marschark, M. (2016). College and career readiness: Course taking of deaf and hard-of-hearing secondary school students. American Annals of the Deaf, 160, 467-482..

Marschark, M., Shaver, D.M., Nagle, K., & Newman, L. (2015). Predicting the academic achievement of deaf and hard-of-hearing students from individual, household, communication, and educational factors. Exceptional Children, 8, 350-369.

Trussell, J.W., & Easterbrooks, S. R. (2015) Effect of a morphographic intervention on DHH students’ learning of morphographic analysis. Journal of Deaf Studies and Deaf Education, 20, 229-241.

Knoors, H. & Marschark, M., Editors (2015). Educating deaf learners: Creating a global evidence base. New York, NY: Oxford University Press.

Marschark, M. & Knoors, H. (2015). Educating deaf learners in the 21st century: What we know and what we need to know.  In H. Knoors & M. Marschark (Eds.), Educating deaf learners: Creating a global evidence base. New York, NY: Oxford University Press.

Knoors, H. & Marschark, M.  (2015). Educating deaf students in a global context. In H. Knoors & M. Marschark (Eds.), Educating deaf learners: Creating a global evidence base. New York, NY: Oxford University Press.

Blom, H. & Marschark, M. (2015). Simultaneous communication and cochlear implants in the classroom? Deafness and Education International17, 123-131.

Tucci, S. L., Trussell, J. W., & Easterbrooks, S. R. (2014). A review of the evidence on strategies for teaching children who are DHH grapheme–phoneme correspondence. Communication Disorders Quarterly, 35(4), 191-203. 

Trussell, J. W., & Easterbrooks, S. R. (2014). The effect of enhanced storybook interaction on signing deaf children’s vocabulary. Journal of Deaf Studies and Deaf Education, 19(3), 319–332. 

Convertino, C.M., Borgna, G., Marschark, M., & Durkin, A. (2014). Word and world knowledge among deaf students with and without cochlear implants. Journal of Deaf Studies and Deaf Education, 19, 471-483

Sarchet, T., Marschark, M., Borgna, G., Convertino, C., Sapere, P. & Dirmyer, R. (2014). Vocabulary knowledge and meta-knowledge in deaf and hearing students. Journal of Postsecondary Education and Disabilities, 27, 161-178.

Marschark, M.,  Tang, G. &  Knoors, H. (2014). Perspectives on bilingualism and bilingual deaf education. In  M. Marschark, G. Tang, & H. Knoors (Eds.), Bilingualism and bilingual deaf education (pp. 445-476). New York: Oxford University Press.

Marschark, M., & Lee, C. (2014). Navigating two languages in the classroom: Goals, evidence, and outcomes. In  M. Marschark, G. Tang, & H. Knoors (Eds.), Bilingualism and bilingual deaf education (pp. 211-241). New York: Oxford University Press.

Knoors, H.,  Tang, G., & Marschark, M. (2014). Bilingualism and bilingual deaf education: Time to take stock. In  M. Marschark, G. Tang, & H. Knoors (Eds.), Bilingualism and bilingual deaf education (pp. 1-20). New York: Oxford University Press.

Marschark, M., Tang, G. &  Knoors, H., Editors (2014). Bilingualism and bilingual deaf education. New York: Oxford University Press.