The relationship of language development to theory of mind understanding in young deaf children

This paper studies cognitive development in young deaf children, specifically Theory of Mind development and its link to language abilities.

The clinical evaluation of language functions (CELF): its applicability for hearing-impaired children

This paper discusses the diagnostic battery of the CELF in terms of construct validity and in administration of subtests.

The development of language and communicative behaviors in deaf/hearing twins

This paper examines language development in twins--one that is hearing and the other that is hearing impaired.

Validation of the Rhode Island Test of Language Structure with orally educated hearing-impaired students

This paper examines the Rhode Island Test of Language Structures (RITLS) and its measurement of the comprehension of syntax, and the relationship of this comprehension to the use of syntax in the production of spoken English by orally educated hearing-impaired students.

Effective parenting in terms of language development

This paper discusses means of providing extra support for parents of newly diagnosed hearing impaired children to help with language development.

Research on theory of mind in deaf education

Prior research has shown that theory of mind (ToM) development is delayed in children who are deaf and hard of hearing. Although research has demonstrated a delay in ToM development in children who are deaf and hard of hearing there are not many suggestions for how ToM is or should be addressed in deaf education. The current research addressed this issue by compiling an extensive literature review and sending 113 surveys’ to OPTION schools for the deaf around the country.