Wang, Ye (yw2195)

Areas of Research Emphasis: Language and Literacy Development

Other Research Interests: Educational Technology, Multiple Literacies, Early Intervention, Research Methodology (Quantitative Research and Qualitative Research), and Multicultural Education

Books

Paul, P., Wang, Y., & Williams, C. (2013). Deaf students and the qualitative similarity hypothesis: Understanding language and literacy development. Washington, DC: Gallaudet University Press.

Paul, P. & Wang, Y. (2012). Literate thought -- Understanding comprehension and literacy. Sudbury, MA: Jones & Bartlett.

Trezek, B., Wang, Y. & Paul, P. (2010). Reading and deafness: Theory, research and practice. Clifton Park, New York: Cengage Learning.

Book Chapters (NOTE: *Student Authors)

Trezek, B., Mayer, C., & Wang, Y. (in press). Phonological awareness and alphabetic principle interventions in spoken language and sign bilingual settings. In S. Easterbrooks & H. Dostal (Eds.) The Oxford Handbook of Deaf Studies in Literacy. New York: Oxford University Press.

Wang, Y., Paul, P., Yang, J., & Nicolarakis, O.* (in press). Chinese manual alphabet, Chinese finger syllabary, and development of Chinese literacy skills. In Q. Wang & J. Andrews (Eds.) Toward a Global Understanding of Literacy Education for Deaf Students. Washington, DC: Gallaudet University Press.

Trezek, B. & Wang, Y. (2017). Evaluating evidence based practices in reading intervention for deaf students. In S. Cawthon & C. Garberoglio (Eds.) Research in Deaf Education: Contexts, Challenges, Considerations (pp. 277-308). New York: Oxford University Press.

Paul, P. & Wang, Y. (2017). Publishing in the field. In S. Cawthon & C. Garberoglio (Eds.) Research in Deaf Education: Contexts, Challenges, Considerations (pp. 341-360). New York: Oxford University Press.

Proctor, L. A. & Wang, Y. (2015). Using iPads and mobile technology for children with developmental disabilities: Facilitate the language and literacy development. In N. Silton (Ed.), Recent Advances in Assistive Technology to Support Children with Developmental Disorders (pp. 45-78). Hershey, PA: IGI Global.

Wang, Y. (2012). Educators without borders: A metaparadigm for literacy instruction in Bilingual Bicultural education. In P. Paul & D. Moores (Eds.), Deaf Epistemologies (pp. 199-217). Washington, DC: Gallaudet University Press.

Trezek, B., Wang, Y., & Paul, P. (2011). Processes and components of reading.  In M. Marschark & P. Spencer (Eds.), Handbook of deaf studies, language, and education (Vol. 1; Part II) (pp. 99-114).  New York:  Oxford University Press.

Wang, Y., & Engler, K. (2010). Early intervention. In P. Paul & G. Whitelaw, Hearing and deafness (pp. 241-268). Sudbury, MA: Jones & Bartlett.

Peer Reviewed Journal Articles (NOTE: *Student Authors)

Veyvoda, M., Kretschmer, R., & Wang, Y. (2019). Speech-Language clinicians working with deaf children: A qualitative study in context. Journal of Deaf Studies and Deaf Education, 2019, 1-18. doi: 10.1093/deafed/enz008

Guan, C., Zhao, J., Kowk, R. & Wang, Y. (2019). How does morphosyntactic skill contribute to different genres of Chinese writing from Grades 3 to 6. Journal of Research in Reading, 42(2), 239-267. doi: 10.1111/1467-9817.12239.

Rufsvold, R.*, Wang, Y., Hartman, M., Arora, S.*, & Smolen, E.* (2018). The impact of language input on deaf and hard-of-hearing preschool children who use listening and spoken language. American Annals of the Deaf, 163(1), 35-66. doi: 10.1353/aad.2018.0010

Wang, Y., Silvestri, J.*, & Jahromi, L. (2018). Selected factors of reading comprehension for deaf and hearing adults: Phonological skills and metacognition. American Annals of the Deaf, 162(5), 445-462. doi: 10.1353/aad.2018.0003

Silvestri, J.* & Wang, Y. (2018). A grounded theory of effective reading by profoundly deaf adults. American Annals of the Deaf, 162(5), 419-444. doi: 10.1353/aad.2018.0002

Wang, Y., Hartman, M., Abdul Aziz, N.*, Arora, S.*, Shi, L.*, & Tunison, E.* (2017). A systematic review on the use of LENA technology. American Annals of the Deaf, 162(3), 295-311. doi: 10.1353/aad.2017.0028

Guan, C., & Wang, Y. (2017). The effect of handwriting training on language learning among deaf children and their matched hearing peers in China. American Annals of the Deaf, 162(3), 265-276. doi: 10.1353/aad.2017.0025

Wang, Y., Hartman, M. , Jahromi, L., & Tversky, B. (2017). Better story recall by deaf children with unimodal communication. Journal of Developmental and Physical Disabilities, 29(5), 699-720. doi: 10.1007/s10882-017-9551-3

Rosen, R., Hartman, M., & Wang, Y. (2017). “Thinking-for-writing”: A prolegomenon on writing signed language. American Annals of the Deaf, 161(5), 528-536. doi: 10.1353/aad.2017.0002

Wang, Y., Paul, P., Falk, J.*, Jahromi, L., Ahn, S. (2017). Predictors of English reading comprehension for children who are d/Deaf or hard of hearing. Journal of Developmental and Physical Disabilities, 29(1), 35-54. doi: 10.1007/s10882-016-9520-2

Andrews, J. & Wang, Y. (2015). The Qualitative Similarity Hypothesis: Research synthesis and future directions. American Annals of the Deaf, 159(5), 468-483. doi: 10.1353/aad.2015.0005

Wang, Y. & Andrews, J. (2014). Reading and deaf individuals: Perspectives on the Qualitative Similarity Hypothesis. American Annals of the Deaf, 159(4), 319-322. doi: 10.1353/aad.2014.0028

Wang, Y. & Williams, C. (2014). Are we hammering square pegs into round holes? An investigation of the meta-analyses of reading research with students who are DHH and students who are hearing. American Annals of the Deaf, 159(4), pp. 323-345. doi: 10.1353/aad.2014.0029

Wang, Y., Engler, K., & Oetting, T. (2014). High expectations lead to high performance: The transformative power of high expectations in pre-school. Odyssey, 15, 36-39.

Wang, Y., & Al-Said, S.* (2014). Defining literacy for individuals who are blind or with visual impairments: A qualitative study of stakeholders. Journal of Ethnographic & Qualitative Research, 8, 99-112.

Wang, Y. (2013). Knowing the name of something vs. knowing something. American Annals of the Deaf, 158(4), 469-472. doi: 10.1353/aad.2013.0035

Wang, Y., Spychala, H.*, Harris, R.* & Oetting, T. (2013). The effectiveness of a phonics-based early intervention for DHH preschool children and its possible impact on reading skills in elementary school: A case study. American Annals of the Deaf, 158(2), 107-120. doi: 10.1353/aad.2013.0021

Wang, Y. (2013). Triangulation among speech language pathologists, deaf educators, and audiologists. Journal of Communication Disorders, Deaf Studies & Hearing Aids. 1:e102. doi:10.4172/jcdsha.1000e102.

Lee, Y. & Wang, Y. (2012). Searching for new directions: Developing MA action research project as a tool for teaching. US-China Education Review, 2(8), 697-709.

Wang, Y. (2011). Inquiry-based science instruction and performance literacy for students who are deaf or hard of hearing. American Annals of the Deaf, 156(3), 239-254. doi: 10.1353/aad.2011.0031

Wang, Y. & Paul, P. (2011). Integrating technology and reading instruction with children who are deaf or hard of hearing: The effectiveness of the Cornerstones Project. American Annals of the Deaf, 156(1), 56-68. doi: 10.1353/aad.2011.0014

Banner, A.* & Wang, Y. (2011). An analysis of the reading strategies used by adult and student deaf readers. Journal of Deaf Studies and Deaf Education, 16(1), 2-23. doi: 10.1093/deafed/enq027.

Wang, Y., Lee, C., & Paul, P.V. (2010). An understanding of the literacy levels of students, who are deaf/hard-of-hearing in the United States, China, and South Korea. L1 – Educational Studies in Language and Literature, 10(1), 87-98.

Wang, Y., Kretschmer, R., & Hartman, M. (2010). Teacher-as-Researcher: Theory-into-Practice. American Annals of the Deaf, 155(2), 105-109. doi: 10.1353/aad.2010.0006

Kretschmer, R. E., Wang, Y., & Hartman, M. (2010). Did the preservice teacher-generated studies constitute actual instances of teacher-researcher studies, and were they consistent with notions of Dewey? American Annals of the Deaf, 155(2), 144-149. doi: 10.1353/aad.2010.0005

Hoffman, M.* & Wang, Y. (2010). The use of graphic representations of sign language in leveled texts to support deaf readers. American Annals of the Deaf, 155(2), 131-136. doi: 10.1353/aad.2010.0002

Aceti, K. J.* & Wang, Y. (2010). The teaching and learning of multimeaning words within a metacognitive-based curriculum. American Annals of the Deaf, 155(2), 118-123. doi: 10.1353/aad.2010.0010

Smith, A.* & Wang, Y. (2010). The impact of Visual Phonics on the phonological awareness and speech production of a student who is deaf: A case study. American Annals of the Deaf, 155(2), 124-130. doi: 10.1353/aad.2010.0000

Wang, Y. (2010). Without boundaries: An inquiry of Deaf Epistemologies through a metaparadigm. American Annals of the Deaf, 154(5), 428-434. doi: 10.1353/aad.0.0119

Paul, P., Wang, Y., Trezek, B., & Luckner, J. (2009). Phonology is necessary, but not sufficient: A rejoinder. American Annals of the Deaf, 154(4), 346-356. doi: 10.1353/aad.0.0110

Wang, Y., Trezek, B., Luckner, J., & Paul, P. (2008). The role of phonology and phonological-related skills in reading instruction for students who are deaf or hard of hearing. American Annals of the Deaf, 153(4), 396-407. doi: 10.1353/aad.0.0061

Wang, Y., Kretschmer, R., & Hartman, M. (2008). Reading and students who are d/Deaf or hard of hearing. Journal of Balanced Reading Instruction, 15(2), 53-68.

Trezek, B. J., Wang, Y., Woods, D. G., Gampp, T. L., & Paul, P. (2007). Using Visual Phonics to supplement beginning reading instruction for students who are deaf/hard of hearing. Journal of Deaf Studies and Deaf Education, 12(3), 373-384. doi: 10.1093/deafed/enm014

Ward, P., Wang, Y., Paul, P., & Loeterman, M. (2007). Near verbatim versus edited captioning for students who are deaf or hard of hearing: A preliminary investigation of effects on comprehension. American Annals of the Deaf, 152(1), 20-28. doi: 10.1353/aad.2007.0015

Paul, P. & Wang, Y. (2006). Literate thought and deafness: A call for a new perspective and line of research on literacy. The Punjab University Journal of Special Education (Pakistan), 2(1), 28-37.

Paul, P. & Wang, Y. (2006). Literate thought and multiple literacies. Theory into Practice, 45(4), 304-310. doi: 10.1207/s15430421tip4504_3

Trezek, B. J. & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11(2), 202-213. doi: 10.1093/deafed/enj031

Glassman, M. & Wang, Y. (2004). On the interconnected nature of interpreting Vygotsky. Educational Researcher, 33(6), 19-22. doi: 10.3102/0013189X033006019