Our program faculty is comprised of experienced educators, clinicians and researchers with direct connections to the field of deaf education in New York City and beyond. Their personal experiences as teachers, practitioners and scholars will enrich your participation in coursework, field placement and community involvement. Our program has an active research agenda and you will be invited to join a research team. Presentation at conferences, publications and active participation in campus and local deaf education related events is both encouraged and expected.
Peer Reviewed Journal Articles (*students):
- Wang, Y., Hartman, M., Addul-Aziz, N.A.*, Arora, S.*, Shi, L.*, & Tunison, E.* (2017). A systematic review on the use of LENA technology. American Annals of the Deaf, 162(3), xxx.
- Guan, C., & Wang, Y. (2017). The effectiveness of character writing training in learning Chinese: Comparing children who are deaf or hard of hearing and their matched hearing peers. American Annals of the Deaf, 162(3), xxx.
- Wang, Y., Hartman, M. C., Jahromi, L.B., & Teversky, B. (2017). Better story recall by deaf children with unimodal communication. Journal of Developmental and Physical Disabilities. doi: 10.1007/s10882-017-9551-3
- Wang, Y., Paul, P. V., Falk, J. L.*, Jahromi, L. B., & 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.
- Rosen, R. S. & Hartman, M. C. & Wang, Y. (2017). “Thinking-for-Writing”: A Prolegomenon on Writing Signed Languages. American Annals of the Deaf 161(5), 528-536.
- Guan, C., Ye, F., Wang, Y. (in review). Syntactic and morphological skills predicting performance of different genres of Chinese written composition: A four-year longitudinal study. Journal of Research in Reading.
- Silvestri, J.* & Wang, Y. (in review). A grounded theory of effective reading by profoundly deaf adults. American Annals of the Deaf.
- Wang, Y., Silvestri, J.*, & Jahromi, L. (in review). Selected factors of reading comprehension for deaf and hearing adults: Phonological skills and metacognition. American Annals of the Deaf.
- Ross, D., Westine, C., Wang, Y., & Ford, R. (in review). Integrating qualitative and quantitative methods in school-based intervention research. International Journal of Research & Method in Education.
- Rufsvold, R., Wang, Y., Hartman, M., Arora,s., & Smolen, E. (in press). The impact of language input on deaf and hard-of-hearing preschool children who use listening and spoken language. American Annals of the Deaf,
Book chapters (*students):
- 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.