Jessica Williams
Interim Department Chair
National Technical Institute for the Deaf
Education
BS, University of Georgia; M.Ed., Ph.D., Georgia State University
Select Scholarship
Journal Paper
Williams, Jessica, Thomastine Sarchet, and Dawn Walton. "What Can Deaf and Hard-of-Hearing First-Year Community College Students Teach Us About Reading?" Communication Disorders Quarterly. (2023): 0. Web.
Williams, Jessica, Thomastine Sarchet, and Dawn Walton. "Reading and writing instruction for academically at-risk deaf and hard of hearing first-year college students." Community College Review 50. 1 (2022): 30-50. Print.
Beal, Jennifer S., Jessica Williams Trussell, and Dawn Walton. "Four American Sign Language Learner Groups: Are They Really Different?" The Journal of Deaf Studies and Deaf Education 27. 3 (2022): 283-296. Print.
Williams, Jessica, Thomastine Sarchet, and Dawn Walton. "Reading and writing instruction for academically at-risk deaf and hard of hearing first-year college students." Community College Review. (2021): in press. Print.
Beal, Jennifer S., Jessica W. Trussell, and Dawn Walton. "Incoming Deaf College Students' Sign Language Skills: Self-awareness and Intervention." Journal of Language, Identity & Education. (2021): 1-14. Web.
Beal, Jennifer S., Jessica W. Trussell, and Dawn Walton. "Incoming Deaf College Students' Sign Language Skills: Self-awareness and Intervention." Journal of Language, Identity & Education. (2021): 1-14. Web.
Trussell, Jessica W. "Learning social studies vocabulary via morphological instruction in the itinerant model." American Annals of the Deaf 165. 1 (2020): 52-71. Print.
Trussell, Jessica W., Thomastine Sarchet, and Dawn Walton. "Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-year College Students." Community College Review. (2020): in press. Print.
Beal, Jennifer S., Jessica W. Trussell, and Dawn Walton. "Incoming Deaf College Students' Sign Language Skills: Self-awareness and Intervention." Journal of Language, Identity & Education. (2020): in press. Print.
Schley, Sara and Jessica W. Trussell. "Deaf Students with Disabilities: A Functional Approach for Parents and Teachers." ODYSSEY. (2019): 76-80. Print.
Trussell, Jessica W., et al. "Interactive Storybook Reading Instruction for Preschoolers Who Are Deaf and Hard of Hearing: A Multiple Probe Across Behaviors Analysis." Language, Speech, and Hearing Services in Schools 49. (2018): 922-937. Print.
Trussell, Jessica W., et al. "Morphology Instruction in the Science Classroom for Students who are Deaf: A Multiple Probe Across Content Analysis." Journal of Deaf Studies and Deaf Education 23. 3 (2018): 271-283. Print.
Borgna, Georgianan, et al. "Numerical and Real-world Estimation Abilities of Deaf and Hearing College Students." Deafness & Education International 20. 2 (2018): 1-27. Print.
Beal, Jennifer S., et al. "University American Sign Language learners: Longitudinal self and faculty evaluation ratings." Journal of Interpretation 26. 1 (2018): 1-27. Web.
Walton, Dawn, et al. "I am not Unskilled and Unaware: Deaf and Hearing Learners’ Self-assessment of Linguistic and Nonlinguistic Skills." European Journal of Special Needs Education. (2018): 1-27. Web.
Trussell, Jessica W., et al. "The Effects of Interactive Storybook Reading with Preschoolers Who Are Deaf or Hard of Hearing." Topics in Early Childhood Special Education 37. 3 (2017): 147-163. Print.
Trussell, Jessica W. and Susan R. Easterbrooks. "Morphological Knowledge and Students who are Deaf or Hard-of-hearing: A Review of the Literature." Communication Disorders Quarterly. (2016): 1-11. Web.
Beal-Alvarez, Jennifer and Jessica W. Trussell. "Classifiers and Constructed Action: Necessary Narrative Components in Deaf Adults' Storybook Renditions." Sign Language Studies 16. 1 (2015): 5-29. Print.
Invited Paper
Basas, Michella, et al. "It’s Time to Rethink Our Future: “Radical” Perspectives on Deaf Education in the United States and Beyond." American Annals of the Deaf. (2023). Print.
Invited Keynote/Presentation
Williams, Jessica. "Fostering STEM literate DHH students." Deaf Blind Limitless. Alabama Institute for the Deaf and BLind. Mobile, AL. 20 Mar. 2022. Conference Presentation.
Williasm, Jessica. "Purposeful texts and purposeful planning: Raising the bar for reading instruction." Deaf Blind Limitless. Alabama Institute for the Deaf and Blind. Mobile, AL. 20 Mar. 2022. Conference Presentation.
Trussell, Jessica W. and Camille Ouellette. "Reading to learn in STEM: Strategies for reading and conceptually accurate signing." California Educators of the Deaf and Hard of Hearing conference. Cal Ed. Riverside, CA. 6 Apr. 2019. Conference Presentation.
Trussell, Jessica W. "Decoding For Adolescent Deaf and Hard-of-Hearing Readers." Teaching Deaf Learners Conference. Royal Dutch Kentalis. Amsterdam, NL. 24 Mar. 2017. Conference Presentation.
Trussell, Jessica W. "Supporting Early Reading Skills at Home and School." Great Start 2017. Montgomery County Intermediate Unit. State College, PA. 23 Jun. 2017. Conference Presentation.
Trussell, Jessica W. "Reading a Language You Can't Hear." Canadian Educators of the DHH Conference. Canadian Educators of the DHH Conference. Vancouver, BC. 20 Oct. 2017. Keynote Speech.
Grants
Williams, Jessica and Thomastine Sarchet (2021-2022). Summer Transition Education Program (STP) 2021. Grant received/funded by Foundation Funding, Daisy Marquis Jones.
Nordhaus, Jason and Jessica W. Trussell (2018-2023). Lost in Translation: Removing the Most Significant Barrier Preventing Deaf participation in STEM. Grant proposal submitted to Special Projects, Moore Foundation.
Trussell, Jessica W. (2018-2021). Improving Reading Outcomes of Students Who Are Deaf or Hard-of-Hearing. Grant proposal submitted to NCSER Goal 2 Development and Innovation under Reading, Writing, and Language topic - Research Training Program in Special Education: Early Career Development and Mentoring, Institute of Education Sciences.
Trussell, Jessica W. (2018-2020). Improving Literacy Outcomes for Students Who Are Deaf and Hard-of-Hearing. Grant proposal submitted to NIDCD, NIH.
Trussell, Jessica W. (2017-2020). Improving Reading Outcomes of Students Who Are Deaf or Hard-of-Hearing. Grant proposal submitted to Research Training Program in Special Education: Early Career Development and Mentoring 84.324B, Institute of Educational Sciences.
Trussell, Jessica W. (2016-2017). Morphology Instruction for DHH Students. Grant received/funded by Scholarship Portfolio Development Initiative (SPDI), Internal Funding- NTID.
Manuscripts Submitted for Publication
Alonzo, Oliver, et al. "Methods for evaluating the fluency of automatically simplified Texts with deaf and hard-of-hearing adults at various literacy levels." 21 Sep. 2021. TS - typescript (typed).
Trussell, Jessica W. and Jason Nordhaus. "Effects of Metacognitive Reading Strategy on Retell Ability: A Replication Study." 10 Nov. 2020. TS - typescript (typed).
Alonzo, Oliver, et al. "Comparision for Methods for Evaluating Complexity of Simplified Texts among Deaf and Hard of Hearing Individuals at Different Literacy Levels." 2 Sep. 2020. TS - typescript (typed).
Trussell, Jessica W. "Learning Social Studies Vocabulary via Morphological Instruction in the Itinerant Model." 19 Sep. 2019. TS - typescript (typed).
Trussell, Jessica W., et al. "Morphology Instruction in the Science Classroom For Students Who Are Deaf: A Multiple Probe Across Content Analysis." Jul. 2017. TS - typescript (typed).
Trussell, Jessica W., et al. "The Effects of Interactive Storybook Reading with Preschoolers who are Deaf or Hard of Hearing." 16 Aug. 2016. TS - typescript (typed).
Trussell, Jessica W., et al. "The Effects of Interactive Storybook Reading on the Word Meaning Knowledge of Preschoolers’ who are Deaf or Hard-of-Hearing." 6 Oct. 2016. TS - typescript (typed).
Trussell, Jessica W. and Susan R. Easterbrooks. "Morphological Knowledge and Students who are Deaf or Hard-of-Hearing: A Review of the Literature." In Press. TS - typescript (typed).
Beal-Alvarez, Jennifer, Nanci Sheetz, and Jessica W. Trussell. "Longitudinal American Sign Language Skills of Pre-Service Interpreter and Teacher Candidates." 30 Nov. 2015. TS - typescript (typed).
Book Chapter
Cannon, Joanna E. and Jessica W. Trussell. "Connections, Research, and Recommendations for the Importance of Morphosyntax in Literacy Acquisition across Languages for Learners who are d/Deaf or Hard of Hearing." "The Oxford Handbook on Literacy for Children who are Deaf or Hard of Hearing." New York, NY: Oxford University Press, 2020. 0. Print.
Trussell, Jessica W. and M. Christina Rivera. "Word identification and the adolescent deaf and hard-of-hearing reader: Going back to learning to read." "Evidence-based practice in deaf education." New York City, NY: Oxford University Press, 2018. 237-262. Print.
Easterbrooks, Susan R., Joanna Cannon, and Jessica W. Trussell. "Many Languages, One Goal: The Future of Research and Practice in Language Mastery by Deaf Learners." "Educating Deaf Learners: Diverse Ways, One Goal." Ed. Marc Marschark, Venetta Lampropoulou, and Emmanouil Skordilis. New York City, NY: Oxford University Press, 2016. 00-00. Print.
Uninvited Presentations
Trussell, Jessica W., et al. "Interactive Storybook Reading and Picture Vocabulary: A Replication Study." Association of College Educators- Deaf/Hard of Hearing Conference. Association of College Educators- Deaf/Hard of Hearing. New York City, NY. 14 Feb. 2016. Conference Presentation.
Trussell, Jessica W. "Literacy and Evidence-Based Practices In Deaf Education." The 29th Annual ESSP Conference. Education Support Service Personnel. Corning, NY. 14 Nov. 2015. Conference Presentation.
Currently Teaching
MSSE-728
Literacy and the Deaf Adolescent
3 Credits
This course is designed to familiarize students with the process involved in English literacy development. Particular emphasis is placed on the literacy development of deaf and hard-of-hearing students in grades 7-12. Students learn about various language and literacy instructional methods and how to incorporate literacy instruction into all secondary content area classrooms.
MSSE-760
Student Teaching I
6 Credits
This first assignment consists of 8 weeks (40 days or 250 hours) of teaching and observation. Teacher candidates are placed with cooperating teachers in residential schools for the Deaf or mainstreamed programs. They develop lesson and unit plans and teach in the content area in which they plan to receive New York State certification. To progress to MSSE-761, students must pass this student teaching assignment with a minimum grade of B and submit a student teaching portfolio.
MSSE-761
Student Teaching II
6 Credits
This second assignment consists of 8 weeks (40 days or 250 hours) of teaching and observation. Student teachers are placed with cooperating teachers in residential schools for the Deaf or mainstreamed program. They develop lesson and unit plans and teach in the content area in which they plan to receive New York State certification. Students must pass this student teaching assignment with a minimum grade of B and submit a student teaching portfolio.
MSSE-785
Foundations of Educational Research
3 Credits
This course is an introduction to research and inquiry in education. The course includes the evaluation of selected Deaf education research studies, including methodologies, data collection and analyses, and implications of the studies to teaching and learning. Action research in the classroom is examined in depth. Students will prepare a review of literature and an action research plan related to a specific curriculum topic or problem in the learning/teaching of their content areas. The focus of the course is upon the student as a consumer rather than a practitioner of research, however the student will exit the course with basic practitioner knowledge, especially in the area of teacher research.
In the News
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April 4, 2019
![Man in blue suit and woman in black dress stand next to each other.]()
No longer lost in translation: Videos depicting complex scientific concepts break barriers for deaf STEM students
Research has revealed that people who learn English as a second language, including deaf and hard-of-hearing individuals, are underrepresented in STEM fields because of academic language abilities required to compete in those disciplines. A new project at NTID is helping to break down those obstacles specifically for deaf and hard-of-hearing people.
