Wang, Ye (yw2195)

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Wang, Ye
Professor of Deaf and Hard of Hearing
Co-Director of TC Institute for Psychological Science and Practice (IPSP)
Health & Behavior Studies
212-678-8407

Office:
529J Thndk

Educational Background

Ph.D, THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of Education
M.A., THE OHIO STATE UNIVERSITY, Columbus, Ohio, College of Education
LL.B., CHINA UNIVERSITY OF POLITICAL SCIENCE AND LAW, Beijing, China, Law School

Scholarly Interests

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

Selected Publications

Peer Reviewed Journal Articles (NOTE: *Student Authors)

Hartman, M., Nicolarakis, O.*, & Wang, Y. (2019). Language and literacy: Issues and considerations. Education Sciences, 9(3), 1-21. doi: 10.3390/educsci9030180


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, 24(3), 289-306. 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

 


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.


Courses

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