Among the most prevailing assumptions in science and society about the human reading
process is that sound and sound‐based phonology are critical to young readers. The child's …

How Deaf children should be taught to read has long been debated. Severely or profoundly
Deaf children, who face challenges in acquiring language from its spoken forms, must learn …

Bilinguals, both hearing and deaf, activate multiple languages simultaneously even in
contexts that require only one language. To date, the point in development at which bilingual …

Reading continues to be a challenging task for most deaf children. Bimodal bilingual
education creates a supportive environment that stimulates deaf children's learning through …

Reading typically involves phonological mediation, especially for transparent orthographies
with a regular letter to sound correspondence. In this study we ask whether phonological …

Written language is very important in daily life. However, most deaf people do not achieve
good reading levels compared to their hearing peers. Previous research has mainly focused …

This collection unites expert scholars in a comprehensive survey of critical topics in bilingual
deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept …

In three structural priming experiments, we investigated whether deaf and hearing writers
differ in the processes and representations underlying written language production …

We present a psycholinguistic study investigating lexical effects on simplified Chinese
character recognition by deaf readers. Prior research suggests that deaf readers exhibit …

The role of phonology in word recognition has previously been investigated using a masked
lexical decision task and transposed letter (TL) nonwords that were either pronounceable …