Ju-Lee A Wolsey
Biographic Data
| ID | 4485208 |
|---|---|
| NAME | Ju-Lee A Wolsey |
| GIVEN NAMES | Ju-Lee A |
| FAMILY NAME | Wolsey |
| SIGNATURE | WOLSEY J A |
| AFFILIATIONS | Lamar University |
| ORCID | 0000-0002-4639-3765 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
Deaf People and Society
Early Intervention Protocols
ASL and English bilingual Shared Book Reading
An exploratory study was implemented with bilingual deaf children using a quasi-experimental pre- and posttest design with a 10-week American Sign Language (ASL) and English bilingual Shared Book Reading intervention. Standardized and research-made instruments were used to evaluate ASL and English skills. Intervention effects showed improvements in Receptive ASL skills, Book Reading, and the ability to draw and describe drawings in both languages…
Perspectives and Experiences of DeafBlind College Students
DeafBlind individuals are resilient human beings who face significant and complex challenges in all aspects of life. Challenges include access to information, communication, academics, social activities, identity, independence, mobility, and moving around in the world. Recently, more DeafBlind students are attending higher education institutions. Therefore, this study focuses on discovering experiences and perspectives of DeafBlind college studen…
Translanguaging Supports Reading with Deaf Adult Bilinguals
Translanguaging is a pedagogical theory and an approach to teaching language. It conceptualizes the dynamic ways in which bilinguals use their linguistic repertoire and language practices in both languages for learning, meaning-making, reading, and writing. This study reports on the results of a qualitative study using Grounded Theory. The research question posed was, “what insights do bilingual Deaf readers provide regarding their metalinguistic…
ASL and English bilingual Shared Book Reading
An exploratory study was implemented with bilingual deaf children using a quasi-experimental pre- and posttest design with a 10-week American Sign Language (ASL) and English bilingual Shared Book Reading intervention. Standardized and research-made instruments were used to evaluate ASL and English skills. Intervention effects showed improvements in Receptive ASL skills, Book Reading, and the ability to draw and describe drawings in both languages…
Translanguaging Supports Reading with Deaf Adult Bilinguals
Translanguaging is a pedagogical theory and an approach to teaching language. It conceptualizes the dynamic ways in which bilinguals use their linguistic repertoire and language practices in both languages for learning, meaning-making, reading, and writing. This study reports on the results of a qualitative study using Grounded Theory. The research question posed was, “what insights do bilingual Deaf readers provide regarding their metalinguistic…
Perspectives and Experiences of DeafBlind College Students
DeafBlind individuals are resilient human beings who face significant and complex challenges in all aspects of life. Challenges include access to information, communication, academics, social activities, identity, independence, mobility, and moving around in the world. Recently, more DeafBlind students are attending higher education institutions. Therefore, this study focuses on discovering experiences and perspectives of DeafBlind college studen…
Translanguaging Supports Reading with Deaf Adult Bilinguals
Translanguaging is a pedagogical theory and an approach to teaching language. It conceptualizes the dynamic ways in which bilinguals use their linguistic repertoire and language practices in both languages for learning, meaning-making, reading, and writing. This study reports on the results of a qualitative study using Grounded Theory. The research question posed was, “what insights do bilingual Deaf readers provide regarding their metalinguistic…
ASL and English bilingual Shared Book Reading
An exploratory study was implemented with bilingual deaf children using a quasi-experimental pre- and posttest design with a 10-week American Sign Language (ASL) and English bilingual Shared Book Reading intervention. Standardized and research-made instruments were used to evaluate ASL and English skills. Intervention effects showed improvements in Receptive ASL skills, Book Reading, and the ability to draw and describe drawings in both languages…
Early Intervention Protocols
Deaf People and Society
Hearing Impairment and Communication (4 works) · Psychology (4 works) · Sociology (4 works) · Pedagogy (3 works) · American Sign Language (2 works) · Intervention (counseling (2 works) · Linguistics (2 works) · Literacy (2 works) · Multilingual Education and Policy (2 works) · Neuroscience of multilingualism (2 works)