Peter V Paul
Biographic Data
| ID | 1584774 |
|---|---|
| NAME | Peter V Paul |
| GIVEN NAMES | Peter V |
| FAMILY NAME | Paul |
| SIGNATURE | PAUL P V |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0009-0001-8090-432X |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Perspectives on the Contributions of Phonology and Morphology to the Development of Reading Comprehension for Turkish D/deaf and Hard of Hearing Students: A Systematic Review
The development of literacy skills of d/Deaf and hard of hearing (d/Dhh) children and adolescents has been a long-standing challenge for educators. There is a need for researchers and scholars to investigate this challenge to proffer evidence-based practices. This systematic review focuses on the development of reading for both d/Dhh and, for comparison purposes, typical (hearing) Turkish students. The components under study are the structures of…
Artificial Intelligence: The Good, the Bad, and the Ugly
Perspectives on Identity and d/Deaf and Hard-of-Hearing Students
The present narrative synthesis summarizes perspectives on the development of identity, or a sense of self, and the intersectionality of salient factors related to individuals who are d/Deaf and hard of hearing. Prior research indicates that identity encompasses the stories of an individual’s experiences and relationships; identity development may not be static but rather dynamic and ongoing throughout an individual’s lifetime. After this general…
The Effects of a Vocabulary Intervention on Teaching Multiple-Meaning Words to Students Who Are d/Deaf and Hard of Hearing
Building vocabulary knowledge, especially breadth and depth of word meanings, is a crucial step in assisting students to read and comprehend print independently. A large body of research has documented the low reading achievement levels of a number of Deaf and hard-of-hearing (DHH) students. The goal of the present study was to examine the effects of a vocabulary intervention to teach 24 multiple-meaning words to fourth-grade DHH students in Saud…
Deaf Epistemologies: Multiple Perspectives on the Acquisition of Knowledge
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and firs…
New Literacies, Multiple Literacies, Unlimited Literacies: What Now, What Next, Where to? A Response to Blue Listerine, Parochialism and ASL Literacy
This article is a response to Blue Listerine, Parochialism, and ASL Literacy (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign Language (ASL) literacy, he maintains that there should be a distinction between conversational "literacy" forms (spe…
This Issue
Literate Thought and Multiple Literacies
Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities to develop a high level of literate thought—that is, the ability to reflect upon information, solve …
Introduction to the Special Issue on Literacy
This special issue concerns one of the most challenging areas in the education of children who are deaf and hard of hearing: the development and improvement of literacy (reading and writing) skills. Much of what we know about the reading and writing achievement levels of these students has been obtained through the use of norm-referenced or criterion-referenced tests. Data from such studies indicate that most deaf and hard-ofhearing students do n…
A Perspective on the Special Issue of Literacy
The ambiguity in the title of this Endnote is inten tional. This is a issue on deafness and literacy, and the intent here is to discuss a few special literacy issues relative to deaf and hard-of-hearing students. The major objectives are as follows: (1) to describe briefly a broad perspective on reading and writing, that is, the literacy perspective; (2) to apply this perspective to one major, contentious reading component—word identification; an…
Prior Knowledge and Reading Comprehension Ability of Deaf Adolescents
Fifty-one severely to profoundly deaf students (mean dB hearing loss = 89) were randomly assigned to two groups that differed by the type of probes (short or long) used to elicit prior knowledge (PK). PK scores were used to predict reading comprehension (RC), which was assessed by students' responses to three types of questions: test-explicit (TE), text-implicit (TI), and script-implicit (SI). Multiple regression models with PK scores and scores …
Reading Vocabulary Knowledge and Deafness
With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary k…
Inclusion paradigms in conflict
1996). Inclusion paradigms in conflict. Theory Into Practice: Vol. 35, Inclusive Schools: The Continuing Debate, pp. 4-11
This issue: Inclusive schools-the continuing debate
On choosing a Chinese name: An event in cross-cultural communication
This paper looks at the major issues which need to be addressed when an individual or an organization sets out to choose a Chinese name. Because of the special nature of the Chinese characters, the process of choosing a Chinese equivalent to a Western name needs to take account of linguistic and cultural aspects not normally considered relevant in transcription between phonographic scripts. The discussion of the factors which influence the choice…
Dependent or not? ‐ drawing a une in verb valency∗
Homonyms, semantic divergence and valency
Inclusion paradigms in conflict
1996). Inclusion paradigms in conflict. Theory Into Practice: Vol. 35, Inclusive Schools: The Continuing Debate, pp. 4-11
Literate Thought and Multiple Literacies
Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities to develop a high level of literate thought—that is, the ability to reflect upon information, solve …
Homonyms, semantic divergence and valency
This issue: Inclusive schools-the continuing debate
Homonyms, semantic divergence and valency
Dependent or not? ‐ drawing a une in verb valency∗
On choosing a Chinese name: An event in cross-cultural communication
This paper looks at the major issues which need to be addressed when an individual or an organization sets out to choose a Chinese name. Because of the special nature of the Chinese characters, the process of choosing a Chinese equivalent to a Western name needs to take account of linguistic and cultural aspects not normally considered relevant in transcription between phonographic scripts. The discussion of the factors which influence the choice…
Reading Vocabulary Knowledge and Deafness
With respect to reading vocabulary knowledge and deafness, this article addresses two broad questions: (1) Why is vocabulary knowledge related to reading comprehension ability? (2) How is reading vocabulary (i.e., word meanings) acquired? The article argues that the answers to these questions are best addressed by a vocabulary acquisition model labeled the knowledge model. In essence, this model asserts that both breadth and depth of vocabulary k…
Inclusion paradigms in conflict
1996). Inclusion paradigms in conflict. Theory Into Practice: Vol. 35, Inclusive Schools: The Continuing Debate, pp. 4-11
This issue: Inclusive schools-the continuing debate
Prior Knowledge and Reading Comprehension Ability of Deaf Adolescents
Fifty-one severely to profoundly deaf students (mean dB hearing loss = 89) were randomly assigned to two groups that differed by the type of probes (short or long) used to elicit prior knowledge (PK). PK scores were used to predict reading comprehension (RC), which was assessed by students' responses to three types of questions: test-explicit (TE), text-implicit (TI), and script-implicit (SI). Multiple regression models with PK scores and scores …
Introduction to the Special Issue on Literacy
This special issue concerns one of the most challenging areas in the education of children who are deaf and hard of hearing: the development and improvement of literacy (reading and writing) skills. Much of what we know about the reading and writing achievement levels of these students has been obtained through the use of norm-referenced or criterion-referenced tests. Data from such studies indicate that most deaf and hard-ofhearing students do n…
A Perspective on the Special Issue of Literacy
The ambiguity in the title of this Endnote is inten tional. This is a issue on deafness and literacy, and the intent here is to discuss a few special literacy issues relative to deaf and hard-of-hearing students. The major objectives are as follows: (1) to describe briefly a broad perspective on reading and writing, that is, the literacy perspective; (2) to apply this perspective to one major, contentious reading component—word identification; an…
New Literacies, Multiple Literacies, Unlimited Literacies: What Now, What Next, Where to? A Response to Blue Listerine, Parochialism and ASL Literacy
This article is a response to Blue Listerine, Parochialism, and ASL Literacy (Czubek, 2006). The author presents his views on the concepts of literacy and the new and multiple literacies. In addition, the merits of print literacy and other types of literacies are discussed. Although the author agrees that there is an American Sign Language (ASL) literacy, he maintains that there should be a distinction between conversational "literacy" forms (spe…
This Issue
Literate Thought and Multiple Literacies
Many students have difficulty accessing academic content information that, traditionally, has been presented in print (e.g., textbooks and other school materials). Because much of the information that reflects school knowledge is obtained through printed texts, these students will lag in their knowledge development and not have ample opportunities to develop a high level of literate thought—that is, the ability to reflect upon information, solve …
Using Visual Phonics to Supplement Beginning Reading Instruction for Students Who Are Deaf or Hard of Hearing
The purpose of the current study is to expand upon the effectiveness of using Visual Phonics in conjunction with Direct Instruction reading programs (B. J. Trezek & K. W. Malmgren, 2005; B. J. Trezek & Y. Wang, 2006) and to explore the results of utilizing Visual Phonics to supplement another phonics-based reading curriculum for students who are deaf or hard of hearing. Twenty students with various degrees of hearing loss in kindergarten and firs…
Deaf Epistemologies: Multiple Perspectives on the Acquisition of Knowledge
The Effects of a Vocabulary Intervention on Teaching Multiple-Meaning Words to Students Who Are d/Deaf and Hard of Hearing
Building vocabulary knowledge, especially breadth and depth of word meanings, is a crucial step in assisting students to read and comprehend print independently. A large body of research has documented the low reading achievement levels of a number of Deaf and hard-of-hearing (DHH) students. The goal of the present study was to examine the effects of a vocabulary intervention to teach 24 multiple-meaning words to fourth-grade DHH students in Saud…
Perspectives on Identity and d/Deaf and Hard-of-Hearing Students
The present narrative synthesis summarizes perspectives on the development of identity, or a sense of self, and the intersectionality of salient factors related to individuals who are d/Deaf and hard of hearing. Prior research indicates that identity encompasses the stories of an individual’s experiences and relationships; identity development may not be static but rather dynamic and ongoing throughout an individual’s lifetime. After this general…
Perspectives on the Contributions of Phonology and Morphology to the Development of Reading Comprehension for Turkish D/deaf and Hard of Hearing Students: A Systematic Review
The development of literacy skills of d/Deaf and hard of hearing (d/Dhh) children and adolescents has been a long-standing challenge for educators. There is a need for researchers and scholars to investigate this challenge to proffer evidence-based practices. This systematic review focuses on the development of reading for both d/Dhh and, for comparison purposes, typical (hearing) Turkish students. The components under study are the structures of…
Artificial Intelligence: The Good, the Bad, and the Ugly
Psychology (15 works) · Linguistics (13 works) · Hearing Impairment and Communication (10 works) · Pedagogy (8 works) · Mathematics education (7 works) · Computer Science (6 works) · Philosophy (6 works) · Sociology (6 works) · Reading and Literacy Development (5 works) · Audiology (4 works)