Shannon Graham
Biographic Data
| ID | 3929294 |
|---|---|
| NAME | Shannon Graham |
| GIVEN NAMES | Shannon |
| FAMILY NAME | Graham |
| SIGNATURE | GRAHAM S |
| AFFILIATIONS | Agency for Toxic Substances and Disease Registry |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
The Science Writing of Deaf Developing Bilinguals
Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced c…
Residential Exposures: The Impact of World Trade Center Dust on Respiratory Outcomes of Lower Manhattan Residents
Thousands of lower Manhattan residents sustained damage to their homes following the collapse of the Twin Towers on 11 September 2001. Respiratory outcomes have been reported in this population. We sought to describe patterns of home damage and cleaning practices in lower Manhattan and their impacts on respiratory outcomes among World Trade Center Health Registry (WTCHR) respondents. Data were derived from WTCHR Wave 1 (W1) (9/2003−11/2004) and W…
The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities
The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, mid…
A description of ASL features in writing
Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these transfer tendencies in the writings of 29 d/hh adolescents and describe whether language features are …
Deaf writers' application of American Sign Language knowledge to English
Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate the use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in Grades 6–8 (mean age=13.2) with diverse ASL exposur…
Racial disparities in travel time to radiotherapy facilities in the Atlanta metropolitan area
Racial disparities in travel time to radiotherapy facilities in the Atlanta metropolitan area
A description of ASL features in writing
Similar to second language students who embed features of their primary languages in the writing of their second languages, deaf and hard of hearing (d/hh) writers utilize features of American Sign Language (ASL) in their writing of English. The purpose of this study is to identify categories of language transfer, provide the prevalence of these transfer tendencies in the writings of 29 d/hh adolescents and describe whether language features are …
Deaf writers' application of American Sign Language knowledge to English
Language transfer theory elucidates how first language (L1) knowledge and grammatical features are applied in second language (L2) writing. Deaf and hard of hearing (d/hh) students who use or are developing American Sign Language (ASL) as their L1 may demonstrate the use of ASL linguistic features in their writing of English. In this study, we investigated the extent to which 29 d/hh students in Grades 6–8 (mean age=13.2) with diverse ASL exposur…
The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities
The purpose of this study was to examine the written phrasal constructs and grammar usage of deaf and hard of hearing students with varying expressive language skills. Twenty-nine d/hh middle school students attending a residential school for the deaf were divided into three language groups: students using spoken English, ASL/English bilinguals, and language delayed learners. Personal narrative writing samples were collected at the beginning, mid…
Residential Exposures: The Impact of World Trade Center Dust on Respiratory Outcomes of Lower Manhattan Residents
Thousands of lower Manhattan residents sustained damage to their homes following the collapse of the Twin Towers on 11 September 2001. Respiratory outcomes have been reported in this population. We sought to describe patterns of home damage and cleaning practices in lower Manhattan and their impacts on respiratory outcomes among World Trade Center Health Registry (WTCHR) respondents. Data were derived from WTCHR Wave 1 (W1) (9/2003−11/2004) and W…
The Science Writing of Deaf Developing Bilinguals
Disciplinary literacy (DL) is an important facet of adolescent literacy development. However, for adolescents who struggle with literacy, opportunities to engage with DL and advanced concepts are often withheld in favor of focus on basic skills. Deaf or hard‐of‐hearing (dhh) children, for example, are at a higher risk for experiencing language deprivation due to limited access to language. Rather than waiting to introduce DL skills and advanced c…
Hearing Impairment and Communication (4 works) · Psychology (4 works) · Linguistics (3 works) · Written language (3 works) · American Sign Language (2 works) · EFL/ESL Teaching and Learning (2 works) · Environmental health (2 works) · Language, Discourse, Communication Strategies (2 works) · Literacy (2 works) · Mathematics education (2 works)