Author Index
Albertini.J. A. 71
Arnold, P. 199
BebkoJ. M. 119, 131
Bellugi, U. 223
Bettger.J. G. 150,223
BochnerJ. H. 71
Bragg, L. 1
Marschark, M. 119
Mason, D. 277
Mayer, C. 280
McCullough, S. 212, 223
Meadow-Orlans, K. P. 26
Metcalfe-Haggert, A. 131
Mohay, H. 95
Niculae, I. 150
Carroll, C. 196
Christie, K. 57
Courtin, C. 160
Dowaliby, F. 71,78
Dowker, A. 185
Emmorey, K. 119,212,223
Ensor, A. D. II 61
Garrison, W. 78
Harris, M. 95
Henderson, J. B. 71
Paul, P. V. 172
Prinz, P. M. 37
Rowe, K. 185
Schick, B. 234
Schirmer, B. R. 47
Smith, J. C. 172
Spencer, P. E. 104
Steeds, L. 185
Stokoe,W. C. 115
Strassman, B. K. 140
Strong, M. 37
Kersting, S. A. 252
Klima, E. S. 150
Koller,J. R. 61
Waxman, R. P. 104
Wells, G. 280
Wilkins, D. M. 57
Wilson, M. 121, 150
Woolscy, M. L. 47
Long, G. 78
Young, A. M. 264
Jackson, D. W. 172
Subject Index
Academic discourse 71-77
Adolescents 61-70
American Sign Language (ASL)
English language and 37-46, 277-282
face processing and 212-222, 223-233
literacy and literature 57-59
working memory and 150-160
Attentional strategies 95-103, 104-114
Memory
capacity 78-94
information processing and 119-120
strategy 131-139
working 121-130, 150-160
Metacognition 140-149
Metaphor 197-198
Mother-infant dyads 26-36, 95-103, 104-114
Bilingual literacy 264-276, 277-282
British Sign Language (BSL) 266-275
Onomatopoeia 197
Categorization 161-171
Children
and inverted faces 230-231
reading in 140-149
theory of mind 185-195
and upright faces 229-230
College students 252-263
Digit span 150-160
Discourse genre 234-251
English language
American Sign Language and 37-46, 277-282
discourse genre and 234—251
Face processing 212-222, 223-233
Finger alphabets 1-25
Gestalt face recognition 216
Gestures 115-117
History, of visual-kinetic communication 1-25
Infants 26-36, 95-103, 104-114
Information processing 119-120
Inverted faces 227-228, 230-231
Knowledge, prior 172-184
Language
bilingualism 264—276
gestures 115-117
modality 150-160
skills 131-139
See also English language; Sign language
Literacy
American Sign Language 37-46, 57-59
bilingual 264-276, 277-282
English 37-46
Literature, American Sign Language 57-59
Parents' sign language 264-276
Poetry 196-198
Prior knowledge 172-184
Reading
in children 140-149
comprehension 47-56, 78-94, 172-184
rate 61-70
Rehearsal 131-139
Repeated readings 61-70
School-age students 234-251
Sentences 115-117
Sign language
British 266-275
categorization and 161—171
parents' 264-276
working memory for 121-130
See also American Sign Language
Sign lexicons 1-25
Spatial span 150-160
Speech 121-130
Speechreading 199-211
Students
college 252-263
school-age 234—251
Teacher questions 47-56
Upright faces 229-230
Visual-kinetic communication 1-25
Words
recognition 61-70
sentences before 115-117
Working memory 121-130, 150-160
Writing 71-77
Title Index
Balancing Between Deaf and Hearing Worlds: Reflections
of Mainstreamed College Students on Relationships
and Social Interaction 252-263
Conceptualizing Parents' Sign Language Use in Bilingual
Early Intervention 264-276
Deaf Children's Understanding of Beliefs and Desires
185-195
Deafness, Language Skills, and Rehearsal: A Model for the
Development of a Memory Strategy 130-139
Does Sign Language Provide Deaf Children With an Abstraction Advantage? Evidence From a Categorization
Task 161-171
Effect of Teacher Questions on the Reading Comprehension
of Deaf Children 47-56
The Effect of the Method of Repeated Readings on the
Reading Rate and Word Recognition Accuracy of Deaf
Adolescents 61-70
The Effects of Discourse Genre on English Language Complexity in School-Age Deaf Students 234—251
Effects of Mother and Infant Hearing Status on Interactions at Twelve and Eighteen Months 26-36
Enhanced Facial Discrimination: Effects of Experience
With American Sign Language 223-233
Face Processing by Deaf ASL Signers: Evidence for Expertise in Distinguishing Local Features 212-222
A Feast for the Eyes: ASL Literacy and ASL Literature
57-59
Learning to Look in the Right Place: A Comparison of Attentional Behavior in Deaf Children With Deaf and
Hearing Mothers 95-103
Mathematics of Fire . . . Poetry in Any Language 196-198
Memory and Information Processing; A Bridge From Basic
Research to Educational Application 119-120
Metacognition and Reading in Children Who Are Deaf: A
Review of the Research 140-149
Modality of Language Shapes Working Memory: Evidence
From Digit Span and Spatial Span in ASL Signers
150-160
Prior Knowledge and Reading Comprehension Ability of
Deaf Adolescents 172-184
The Question Remains: A Rejoinder to Mason 280-282
Response to Mayer and Wells: The Answer Should Be
Affirmative 277-279
Sentences Before Words: Seeing Before Hearing 115—117
The Structure and Optimization of Speechreading 199-211
A Study of the Relationship Between American Sign Language and English Literacy 37-46
Valid Assessment of Writing and Access to Academic Discourse 71-77
Visual-Kinetic Communication in Europe Before 1600: A
Survey of Sign Lexicons and Finger Alphabets Prior to
the Rise of Deaf Education 1-25
What Mothers Do to Support Infant Visual Attention: Sensitivities to Age and Hearing Status 104-114
Working Memory Capacity and Comprehension Processes
in Deaf Readers 78-94
Working Memory for Sign Language: A Window Into the
Architecture of the Working Memory System 121-130
Instructions for Contributors
The Journal of Deaf Studies and Deaf Education (JDSDE) accepts original, scholarly manuscripts relevant to children and
adults who are deaf, including development, cognition, education, communication, culture, clinical, and legal topics.
Each issue will contain three sections. Multicultural studies
and manuscripts of interest to diverse international audiences
are especially invited. Theoretical and Review Articles
will consist of topical reviews or treatments of research,
theory, or application. Empirical Articles will consist of
basic, applied, and clinical research in relevant areas. Consistent with the goals of JDSDE, basic research submissions
should address application or practical implications of findings. Applied and clinical submissions should consider underlying processes, models, or theoretical implications of
findings. Endnotes at the end of each issue provide a forum
for brief commentary, historical notes, or other information
of general interest to readers. Occasional special issues will
focus on important topics of special concern or controversy.
Papers in such issues will be refereed and must be consistent
with regular requirements for acceptance.
Every attempt will be made to make the journal accessible to all authors and audiences. As much as possible, writing style should be appropriate for lay readers as well as
researchers, avoiding jargon and overly formal writing. Authors for whom English is not their first language should
obtain English editing prior to submission. All authors
are requested to use culturally appropriate language and
American English spelling.
Manuscripts may be submitted to the Editor either electronically or via the postal system. Electronic mail submissions should be in ASCII (DOS Text) format. Editorial procedures (review, etc.) also will be conducted by electronic
mail whenever possible. All reviews will be "blind," and authors should appropriately prepare manuscripts with a cover
page specifying all authors, one address for correspondence,
and an electronic mail address and FAX number (if available).
All submissions should conform to the Publication Manual of
the American Psychological Association, Fourth Edition.
Copyright
It is a condition of publication in the journal that authors
assign copyright to Oxford University Press. This ensures
that requests from third parties to reproduce articles are
handled efficiently and consistently and will also allow the
article to be as widely disseminated as possible. In assigning
copyright, authors may use their own material in other publications provided that the journal is acknowledged as the original place of publication and Oxford University Press is notified in writing and in advance.