Publications

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):

1. Arora, S. B., Smolen, E.R., Wang, Y., Hartman, M. C., Rufsvold, R., & Howerton Fox, A. (2020). Language environments and spoken language development of children with hearing loss. Journal of Deaf Studies and Deaf Education, 25(4), 457-468. https://doi.org/10.1093/deafed/enaa018

2. Smolen, E. R., Hartman, M. C., & Wang, Y. (2020). Reading achievement in children with hearing loss who use listening and spoken language: Results and implications from a 2-year study. Perspectives of the ASHA Special Interest Groups 5(4). https://doi.org/10.1044/2020_PERSP-20-10006

3. Rosenzweig, E. A., Smolen, E. R., & Hartman, M. (2018). Serving families who have adopted children with hearing loss. The Hearing Journal, 71(11), 12-13.

4. Rufsvold, R., Wang, Y., Hartman, M. C., Arora, S. B., & Smolen, E. R. (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), 35-60. https://doi.org/10.1353/aad.2018.0010

5. Silvestri, J.* & Wang, Y. (2018). A grounded theory of effective reading by profoundly deaf adults. American Annals of the Deaf.

6. 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.
7. 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.

Book chapters (*students):

1. MacIver-Lux, K., Smolen, E. R., Rosenzweig, E. A., & Estabrooks, W. (2020). Strategies for listening, talking, and thinking in auditory-verbal therapy. In W. Estabrooks, K. MacIver-Lux, & H. M. Morrison (Eds.), Auditory-verbal therapy: Science, research and practice. Plural Publishing.
2. Wang, Y., Paul, P., Yang, J., & Nicolarakis, O. *(2020). 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.

3. Glade, R., Rosenzweig, E. A., & Smolen, E. R. (2019). Development of auditory skills. In R. Glade & K. Frazier (Eds.), Communication disorders: Foundations and clinical applications for educators and emerging clinicians. Kendall Hunt Publishing.

Assessments & Curricular Materials:

1. Hartman, M. C., & Smolen, E. R. (2020). The Reading CASLLS. San Antonio, TX: Sunshine Cottage.
2. Smolen, E. R., & Hartman, M. C. (2020). The Reading CASLLS user manual. San Antonio, TX: Sunshine Cottage.