Leala Holcomb
Biographic Data
| ID | 3531092 |
|---|---|
| NAME | Leala Holcomb |
| GIVEN NAMES | Leala |
| FAMILY NAME | Holcomb |
| SIGNATURE | HOLCOMB L |
| AFFILIATIONS | University of Tennessee at Knoxville |
| ORCID | 0000-0002-7671-4590 |
| VERIFIED | Yes |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 24 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Instructional Practices for Signed Literacy
This mixed-methods study examined how signed literacy instruction is currently taught in United States deaf education classrooms (PreK-3) and to what extent that instruction reflects evidence-based composing instruction. Signed literacy instruction means teaching students to view, analyze, and compose texts in a signed language. A composing-forward approach treats students’ production of signed texts as the central instructional activity, with la…
Assessing Online Writing Professional Development with Video-Based Simulations
Persistent disparities in literacy outcomes affect deaf learners, who may experience writing instruction that does not align with their linguistic contexts. This study examined how teachers’ instructional reasoning about writing developed during participation in an online Strategic and Interactive Writing Instruction (SIWI) professional development (PD) program. Nineteen teachers of deaf students completed a 30-hour virtual PD that combined async…
Avoiding unintended consequences
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf chil…
Teacher reports of ASL literacy instruction in deaf education
The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, g…
Tales of a fourth-grade nothingburger
Deaf education research has long been preoccupied with the literacy levels of deaf students, particularly related to the idea that the average deaf high schooler graduates reading on the fourth-grade level. This statistic has been a rationale for countless interventions aimed at improving a so-called performance gap between deaf and hearing students. However, this statistic has also caused harm to deaf individuals, as research continues to frame …
Writing outcomes and expressive language use of deaf high school students
This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revea…
What deaf readers can teach us about science of reading
The Science of Reading (SoR), recently popularized across media, academic, legislative, community, and educational platforms, continues to evolve in its meanings and applications. Perceptions of SoR range from being a multifaceted construct that incorporates various perspectives and some evidence, as articulated by Goodwin (in Heller, 2022. Taking stock of the science of reading: A conversation with Amanda Goodwin. Phi Delta Kappan, 103(8), 32–36…
Professional development and signed literacy instruction
This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day training followed by bi-weekly virtual coaching; entry into training was staggered in a non-concurrent multiple-baseline single case design. Teachers’ use of indicators of signed literacy instruction was scored for at least 7 baselin…
Developing expressive language skills of deaf students through specialized writing instruction
Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students’ language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical approaches, namely Strategic and Interacti…
Strategic and interactive writing instruction
There is a lack of evidence-based, culturally relevant instructional approaches, especially in writing instruction, that are designed to meet deaf and hard of hearing students’ (hereafter referred to as deaf students) diverse language needs. While some deaf students may not have had rich exposure to interactions in a fully accessible language in their early years, others may have an abundance of multilingual and multimodal communication tools the…
Writing instruction with grade-level/college-bound secondary deaf students
In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writi…
Challenging the “norm”
This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption of hearing ideological biases, the use of heterogeneously small samples, and the misinterpretation of…
Translanguaging in content area classes
Regardless of the communication approaches employed in educational programs, deaf students consistently show various academic achievement outcomes in content area subjects. This may be due to the challenges that deaf students face in the classroom related to their wide range of language proficiency. Public school classrooms in the United States prioritize that students demonstrate proficiency in reading, writing, and speaking in English, which ca…
A comparative study of how teachers communicate in deaf education classrooms
This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in i…
Teacher Reports of Secondary Writing Instruction with Deaf Students
Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a …
Signed Rhyme and Rhythm With Deaf Children
Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in t…
Characteristics of deaf emergent writers who experienced language deprivation
This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing featu…
Demystifying Translanguaging
From the inception of this Special Issue on translanguaging in deaf communities, we noted that translanguaging is a rapidly evolving field with a broad focus
Writing Development and Translanguaging in Signing Bilingual Deaf Children of Deaf Parents
Translanguaging allows for a holistic lens on the natural language practices of multilinguals and the strategies they use to communicate and to make meaning, such as writing. Multilinguals have a single, integrated linguistic repertoire and reasoning in which all languages are naturally activated in the brain throughout the writing process. Some deaf children are raised in environments where signed language is first acquired and then used to supp…
Translanguaging Framework for Deaf Education
In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective.…
Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students
Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive abou…
Enriching Deaf Children’s American Sign Language Phonological Awareness
With the knowledge that deaf children benefit from early exposure to signed language, questions are raised about the role of specific types of language input that are beneficial in early childhood classrooms. This quasi-experimental study explores the effects of ASL rhyme, rhythm, and handshape awareness activities on 4- to 6-year-old deaf children’s ASL phonological awareness. Deaf children received three-week structured activities and four-week…
Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation
Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children's language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf ch…
Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean lev…
Translanguaging Framework for Deaf Education
In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective.…
Demystifying Translanguaging
From the inception of this Special Issue on translanguaging in deaf communities, we noted that translanguaging is a rapidly evolving field with a broad focus
Effects of ASL Rhyme and Rhythm on Deaf Children’s Engagement Behavior and Accuracy in Recitation
Early language acquisition is critical for lifelong success in language, literacy, and academic studies. There is much to explore about the specific techniques used to foster deaf children's language development. The use of rhyme and rhythm in American Sign Language (ASL) remains understudied. This single-subject study compared the effects of rhyming and non-rhyming ASL stories on the engagement behavior and accuracy in recitation of five deaf ch…
Written Language Outcomes of Deaf Elementary Students Engaged in Authentic Writing
This study explores the impact of Strategic and Interactive Writing Instruction (SIWI) on six students’ written language skills through the application of a multiple-baseline probe single case design with embedded condition. This was part of a larger Institute of Education Sciences (IES)-funded project focused on the development and feasibility of implementation of SIWI. For the majority of skills analyzed, there were improvements in the mean lev…
Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students
Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive abou…
Enriching Deaf Children’s American Sign Language Phonological Awareness
With the knowledge that deaf children benefit from early exposure to signed language, questions are raised about the role of specific types of language input that are beneficial in early childhood classrooms. This quasi-experimental study explores the effects of ASL rhyme, rhythm, and handshape awareness activities on 4- to 6-year-old deaf children’s ASL phonological awareness. Deaf children received three-week structured activities and four-week…
Teacher Reports of Secondary Writing Instruction with Deaf Students
Since students’ writing skills are largely shaped by the quality of instruction they receive, we can learn from what teachers report about their beliefs and approaches to the teaching and learning of writing. This study explores the state of writing instruction at secondary levels with deaf and hard of hearing (DHH) students through a mixed-methods approach using a sequential explanatory design. Two hundred and twenty-two teachers responded to a …
Signed Rhyme and Rhythm With Deaf Children
Early childhood programs promote language play opportunities due to the well-documented positive influences on cognition, language, and literacy development. This qualitative investigation explores language play through the form of signed rhyme and rhythm among young deaf children. Teachers specializing in deaf education within an early childhood program were interviewed to assess their knowledge and implementation of signed rhyme and rhythm in t…
Characteristics of deaf emergent writers who experienced language deprivation
This study explores the intertwined phenomena of language deprivation, emergent writing, and translanguaging in deaf students without additional disabilities in grades 3–6. A case study was conducted using deductive and inductive approaches to analyze 42 writing samples. There were four areas of focus: (1) stages of emergent writing development, (2) writing change over time, (3) emerging writing and translanguaging features, and (4) writing featu…
Demystifying Translanguaging
From the inception of this Special Issue on translanguaging in deaf communities, we noted that translanguaging is a rapidly evolving field with a broad focus
Writing Development and Translanguaging in Signing Bilingual Deaf Children of Deaf Parents
Translanguaging allows for a holistic lens on the natural language practices of multilinguals and the strategies they use to communicate and to make meaning, such as writing. Multilinguals have a single, integrated linguistic repertoire and reasoning in which all languages are naturally activated in the brain throughout the writing process. Some deaf children are raised in environments where signed language is first acquired and then used to supp…
Translanguaging Framework for Deaf Education
In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective.…
Developing expressive language skills of deaf students through specialized writing instruction
Writing is an essential element of literacy development, and language plays a central role in the composing process, including developing, organizing, and refining ideas. Language and writing are interconnected, making it paramount for educators to attend to the development of deaf students’ language skills. In this quasi-experimental study, we examined the impact of strategic and interactive pedagogical approaches, namely Strategic and Interacti…
Strategic and interactive writing instruction
There is a lack of evidence-based, culturally relevant instructional approaches, especially in writing instruction, that are designed to meet deaf and hard of hearing students’ (hereafter referred to as deaf students) diverse language needs. While some deaf students may not have had rich exposure to interactions in a fully accessible language in their early years, others may have an abundance of multilingual and multimodal communication tools the…
Writing instruction with grade-level/college-bound secondary deaf students
In the current study, we used a sequential explanatory design to examine secondary writing instruction for deaf students in various school settings. An examination of secondary writing instruction was carried out in two cycles using a survey and subsequent focus group discussions. The first cycle (n = 222) presented an overview of secondary writing instruction for deaf students with diverse skill levels. The second cycle (n = 18) focused on writi…
Challenging the “norm”
This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption of hearing ideological biases, the use of heterogeneously small samples, and the misinterpretation of…
Translanguaging in content area classes
Regardless of the communication approaches employed in educational programs, deaf students consistently show various academic achievement outcomes in content area subjects. This may be due to the challenges that deaf students face in the classroom related to their wide range of language proficiency. Public school classrooms in the United States prioritize that students demonstrate proficiency in reading, writing, and speaking in English, which ca…
A comparative study of how teachers communicate in deaf education classrooms
This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in i…
Teacher reports of ASL literacy instruction in deaf education
The development of American Sign Language (ASL) literacy (or signacy) in deaf students is influenced by the exposure and instruction they receive, yet research on current ASL teaching practices remains limited. This study investigates how teachers in deaf education approach ASL literacy instruction through a nationwide survey and focus groups. The research explored six key areas: curriculum and standards, instructional methods, time allocation, g…
Tales of a fourth-grade nothingburger
Deaf education research has long been preoccupied with the literacy levels of deaf students, particularly related to the idea that the average deaf high schooler graduates reading on the fourth-grade level. This statistic has been a rationale for countless interventions aimed at improving a so-called performance gap between deaf and hearing students. However, this statistic has also caused harm to deaf individuals, as research continues to frame …
Writing outcomes and expressive language use of deaf high school students
This study explores the writing performance of deaf high school students, focusing on narrative, argumentative, and argumentative-with-sources genres, and examining the role of expressive language proficiency and early language exposure. Using a descriptive research design, the writing samples of 75 students were scored for idea development, organization, style, sentence fluency, word choice, and conventions using automated scoring. Results revea…
What deaf readers can teach us about science of reading
The Science of Reading (SoR), recently popularized across media, academic, legislative, community, and educational platforms, continues to evolve in its meanings and applications. Perceptions of SoR range from being a multifaceted construct that incorporates various perspectives and some evidence, as articulated by Goodwin (in Heller, 2022. Taking stock of the science of reading: A conversation with Amanda Goodwin. Phi Delta Kappan, 103(8), 32–36…
Professional development and signed literacy instruction
This study examined whether professional development can translate a signed literacy instruction framework into high-fidelity classroom practice. Four K-3 teachers in an ASL/English bilingual program received a 2-day training followed by bi-weekly virtual coaching; entry into training was staggered in a non-concurrent multiple-baseline single case design. Teachers’ use of indicators of signed literacy instruction was scored for at least 7 baselin…
Instructional Practices for Signed Literacy
This mixed-methods study examined how signed literacy instruction is currently taught in United States deaf education classrooms (PreK-3) and to what extent that instruction reflects evidence-based composing instruction. Signed literacy instruction means teaching students to view, analyze, and compose texts in a signed language. A composing-forward approach treats students’ production of signed texts as the central instructional activity, with la…
Assessing Online Writing Professional Development with Video-Based Simulations
Persistent disparities in literacy outcomes affect deaf learners, who may experience writing instruction that does not align with their linguistic contexts. This study examined how teachers’ instructional reasoning about writing developed during participation in an online Strategic and Interactive Writing Instruction (SIWI) professional development (PD) program. Nineteen teachers of deaf students completed a 30-hour virtual PD that combined async…
Avoiding unintended consequences
Many U.S. policies inspired by the Science of Reading rest on two assumptions: (1) skilled reading always involves automatic mapping between written words and speech sounds, and (2) all children benefit from systematic instruction of phonological awareness and phonics. These assumptions are not wholly accurate, that they do not consider scientific evidence from deaf readers, and that policies based on these assumptions may be harmful to deaf chil…
Hearing Impairment and Communication (23 works) · Psychology (17 works) · Linguistics (16 works) · Pedagogy (13 works) · Sign language (11 works) · Deaf education (10 works) · Mathematics education (10 works) · Literacy (9 works) · Writing and Handwriting Education (8 works) · American Sign Language (7 works)