Kathleen Crowe
Biographic Data
| ID | 1603550 |
|---|---|
| NAME | Kathleen Crowe |
| GIVEN NAMES | Kathleen |
| FAMILY NAME | Crowe |
| SIGNATURE | CROWE K |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0003-3496-5129 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 62 |
| WORKS AS AUTHOR | 23 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Speech production skills of bilingual children using cochlear implants
Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4–11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical hearing. Data were collected about the perce…
Introduction to the special issue ‘immigrant deaf and hard-of-hearing additional language learners’
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Measuring speech intelligibility with deaf and hard-of-hearing children
There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods. A systematic database search was conducted of CE…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Princip…
Speech-Language Pathologists’ Support for Parents of Young d/Deaf Multilingual Learners
Increasing cultural and linguistic diversity among children and families brings new challenges for early intervention professionals. The purpose of this study was to identify the specific roles and needs of speech-language pathologists (SLPs) who practice in early intervention settings with culturally and linguistically diverse families of d/Deaf multilingual learners (DMLs). Thirteen SLPs completed an online survey about their practices and need…
Critical Perspectives on Plurilingualism in Deaf Education
Critical perspectives on plurilingualism in deaf education presents a collection of chapters that focus on the use of signed and spoken languages in real-word education contexts. It is an insightful examination of plurilingualism as it relates to education, language policy, language practice, and how these are intertwined for d/Deaf and hard-of-hearing (DHH) learners, their families, and the professionals who work with them. This book is rich in …
A Review of the Conversational Pragmatic Skills of Children With Cochlear Implants
Many children who use cochlear implants (CI) have strong skills in many aspects of spoken language; however, limited information is available about their mastery of the pragmatic skills required to participate in conversation. This study reviewed published literature describing the pragmatic skills of children who use CIs in conversational contexts. Twenty-five studies met the inclusion criteria, and data were extracted describing participant cha…
Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families
Parents frequently report that advice from professionals is important in making decisions about how their child with hearing loss will communicate. Little is currently known about how professionals support parents raising children with hearing loss in spoken language multilingual environments, children who are described as d/Deaf multilingual learners (DMLs). The purpose of this phenomenological study was to gain insight into professionals’ persp…
Work and Employment Characteristics of Deaf and Hard-of-Hearing Adults
Studies have reported a higher level of unemployment among deaf and hard-of-hearing (DHH) adults compared to adults without hearing loss. However, little is known about factors explaining success in the labor market. This study presents the analysis of two data sets. The first was drawn from a survey of 804 DHH adults in Denmark. The second was a survey completed by 190 DHH adults with post-secondary qualification in the United States. In the Dan…
Understanding Theory of Mind in Deaf and Hearing College Students
Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of so…
Are French Fries a Vegetable? Lexical Typicality Judgement Differences in Deaf and Hearing Learners
Here in Nepal There are No Old Deaf People”
Signing and belonging in Nepal presents an insightful examination of what deafness means in the cultural, linguistic, political, religious, geographic, and social contexts of Nepal. This book is extremely engaging and readable and presents many interesting accounts of what deafness means in Nepal. It would be a great choice for anyone who is interested in learning about different cultures and languages.
Achievement, Language, and Technology Use Among College-Bound Deaf Learners
Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic…
Factors Affecting Psychosocial and Motor Development in 3-Year-Old Children Who Are Deaf or Hard of Hearing
Previous research has shown an association between children's development of psychosocial and motor skills. This study evaluated the development of these skills in 301 three-year-old deaf and hard of hearing children (M: 37.8 months) and considered a range of possible predictors including gender, birth weight, age at first fitting with hearing devices, hearing device used, presence of additional disabilities, severity of hearing loss, maternal ed…
A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss
Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, ce…
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 five-Year-Old Children with prelingual hearing losses ranging from mild to profound who communicated primarily via spoken language. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). The participants completed standardized asse…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
The Cultural and Linguistic Diversity of 3-Year-Old Children with Hearing Loss
Understanding the cultural and linguistic diversity of young children with hearing loss informs the provision of assessment, habilitation, and education services to both children and their families. Data describing communication mode, oral language use, and demographic characteristics were collected for 406 children with hearing loss and their caregivers when children were 3 years old. The data were from the Longitudinal Outcomes of Children with…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 five-Year-Old Children with prelingual hearing losses ranging from mild to profound who communicated primarily via spoken language. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). The participants completed standardized asse…
Are French Fries a Vegetable? Lexical Typicality Judgement Differences in Deaf and Hearing Learners
The Cultural and Linguistic Diversity of 3-Year-Old Children with Hearing Loss
Understanding the cultural and linguistic diversity of young children with hearing loss informs the provision of assessment, habilitation, and education services to both children and their families. Data describing communication mode, oral language use, and demographic characteristics were collected for 406 children with hearing loss and their caregivers when children were 3 years old. The data were from the Longitudinal Outcomes of Children with…
Keeping It Complex
We analyze a particular pedagogy for learning to interact productively with students and subject matter, which we call "rehearsal." Our goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. We address two main research questions: (a) What do TEs and NTs do together during the kind of rehearsals we have developed to prepare novice…
A systematic review of cross-linguistic and multilingual speech and language outcomes for children with hearing loss
Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, ce…
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 five-Year-Old Children with prelingual hearing losses ranging from mild to profound who communicated primarily via spoken language. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). The participants completed standardized asse…
Factors Affecting Psychosocial and Motor Development in 3-Year-Old Children Who Are Deaf or Hard of Hearing
Previous research has shown an association between children's development of psychosocial and motor skills. This study evaluated the development of these skills in 301 three-year-old deaf and hard of hearing children (M: 37.8 months) and considered a range of possible predictors including gender, birth weight, age at first fitting with hearing devices, hearing device used, presence of additional disabilities, severity of hearing loss, maternal ed…
Here in Nepal There are No Old Deaf People”
Signing and belonging in Nepal presents an insightful examination of what deafness means in the cultural, linguistic, political, religious, geographic, and social contexts of Nepal. This book is extremely engaging and readable and presents many interesting accounts of what deafness means in Nepal. It would be a great choice for anyone who is interested in learning about different cultures and languages.
Achievement, Language, and Technology Use Among College-Bound Deaf Learners
Deaf learners are a highly heterogeneous group who demonstrate varied levels of academic achievement and attainment. Most prior research involving this population has focused on factors facilitating academic success in young deaf children, with less attention paid to older learners. Recent studies, however, have suggested that while factors such as early cochlear implantation and early sign language fluency are positively associated with academic…
Work and Employment Characteristics of Deaf and Hard-of-Hearing Adults
Studies have reported a higher level of unemployment among deaf and hard-of-hearing (DHH) adults compared to adults without hearing loss. However, little is known about factors explaining success in the labor market. This study presents the analysis of two data sets. The first was drawn from a survey of 804 DHH adults in Denmark. The second was a survey completed by 190 DHH adults with post-secondary qualification in the United States. In the Dan…
Understanding Theory of Mind in Deaf and Hearing College Students
Theory of Mind-the understanding that people have thoughts, wants, and beliefs that influence their interpersonal behavior-is an aspect of social cognition that develops with consistent, increasing complexity across age groups, languages, and cultures. Observed delays in theory of mind development among deaf children and others has led to a conversational account of theory of mind development and its delays in terms of the nature and amount of so…
Are French Fries a Vegetable? Lexical Typicality Judgement Differences in Deaf and Hearing Learners
Critical Perspectives on Plurilingualism in Deaf Education
Critical perspectives on plurilingualism in deaf education presents a collection of chapters that focus on the use of signed and spoken languages in real-word education contexts. It is an insightful examination of plurilingualism as it relates to education, language policy, language practice, and how these are intertwined for d/Deaf and hard-of-hearing (DHH) learners, their families, and the professionals who work with them. This book is rich in …
A Review of the Conversational Pragmatic Skills of Children With Cochlear Implants
Many children who use cochlear implants (CI) have strong skills in many aspects of spoken language; however, limited information is available about their mastery of the pragmatic skills required to participate in conversation. This study reviewed published literature describing the pragmatic skills of children who use CIs in conversational contexts. Twenty-five studies met the inclusion criteria, and data were extracted describing participant cha…
Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families
Parents frequently report that advice from professionals is important in making decisions about how their child with hearing loss will communicate. Little is currently known about how professionals support parents raising children with hearing loss in spoken language multilingual environments, children who are described as d/Deaf multilingual learners (DMLs). The purpose of this phenomenological study was to gain insight into professionals’ persp…
Speech-Language Pathologists’ Support for Parents of Young d/Deaf Multilingual Learners
Increasing cultural and linguistic diversity among children and families brings new challenges for early intervention professionals. The purpose of this study was to identify the specific roles and needs of speech-language pathologists (SLPs) who practice in early intervention settings with culturally and linguistically diverse families of d/Deaf multilingual learners (DMLs). Thirteen SLPs completed an online survey about their practices and need…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the seventh in a series of eight articles that comprise a special issue on family-centered early intervention for children who are deaf or hard of hearing and their families, or FCEI-DHH. This article, Structure Principles, is the third of three articles (preceded by Foundation Principles and Support Principles) that describe the 10 FCEI-DHH Principles. The Structure Principles include 4 Principles (Principle 7, Principle 8, Princ…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the fifth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The 10 FCEI-DHH Principles are organized conceptually into three sections (a) Foundation Principles, (b) Support Principles, and (c) Structure Principles. Collectively, they describe the essential Principles that guide FCEI for childre…
Measuring speech intelligibility with deaf and hard-of-hearing children
There is great variability in the ways in which the speech intelligibility of d/Deaf and hard-of-hearing (DHH) children who use spoken language as part, or all, of their communication system is measured. This systematic review examined the measures and methods that have been used when examining the speech intelligibility of children who are DHH and the characteristics of these measures and methods. A systematic database search was conducted of CE…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the first of eight articles in this special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH), or FCEI-DHH. In 2013, a diverse panel of experts published an international consensus statement on evidence-based Principles guiding FCEI-DHH. Those original Principles have been revised through a coproduction process involving multidisciplinary collaborators and an international consen…
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the third in a series of eight articles that comprise this special issue on family-centered early intervention for children who are deaf or hard of hearing and their families (FCEI-DHH). It highlights the origins of FCEI-DHH in Western contexts and well-resourced locations and emphasizes the role of culture(s) in shaping FCEI-DHH. This article also cautions against the direct application of the 10 FCEI-DHH Principles presented in …
Family-Centered Early Intervention Deaf/Hard of Hearing (FCEI-DHH)
This article is the sixth in a series of eight articles that comprise a special issue on Family-Centered Early Intervention (FCEI) for children who are deaf or hard of hearing (DHH) and their families, or FCEI-DHH. The Support Principles article is the second of three articles that describe the 10 Principles of FCEI-DHH, preceded by the Foundation Principles, and followed by the Structure Principles, all in this special issue. The Support Princip…
Speech production skills of bilingual children using cochlear implants
Evidence is lacking on the impact of bilingualism on the speech skills of children with cochlear implants (CIs). This study described the speech production of children with CIs acquiring French and one or more additional spoken languages. Four groups of children aged 4–11 were included: bilinguals (n = 15) and monolinguals (n = 14) with CIs and bilinguals (n = 14) and monolinguals (n = 20) with typical hearing. Data were collected about the perce…
Introduction to the special issue ‘immigrant deaf and hard-of-hearing additional language learners’
Psychology (20 works) · Hearing Impairment and Communication (18 works) · Developmental psychology (11 works) · Linguistics (11 works) · Medicine (11 works) · Audiology (10 works) · Family and Disability Support Research (8 works) · Hearing loss (7 works) · Sociology (7 works) · Intervention (counseling) (6 works)