Diane M Clark
Biographic Data
| ID | 7529410 |
|---|---|
| NAME | Diane M Clark |
| GIVEN NAMES | Diane M |
| FAMILY NAME | Clark |
| SIGNATURE | CLARK D M |
| AFFILIATIONS | Lamar University |
| ORCID | 0000-0001-7429-7124 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Expanding on deaf children’s language in early intervention
Recent research has found that young deaf children can achieve typical language milestones; however, this finding is not the norm as many researchers still find a large part of their sample has language delays. Findings from these studies show that the youngest children are showing acquisition of many early linguistic skills in both sign and spoken languages. This language acquisition frequently becomes “spotty,” without the smooth, typical growt…
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…
A sign language journey to the land of smiles
This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included …
Language is caught not taught
Aims and objectives: Bimodal bilingualism is a relatively new model for deaf children that involves the learning and utilization of two languages in the United States: American Sign Language (ASL) in the visual modality and English or another spoken language in the auditory modality. This approach involves using both sign language (visual modality) and spoken or written language (aural/oral modality). Methodology: A qualitative content analysis w…
The Spoken Language Checklist
There are many variables having an impact on the spoken language acquisition of deaf and hard of hearing (DHH) children; therefore, it is critical for parents and professionals to have appropriate tools to monitor language acquisition. The Spoken Language Checklist (SLC) was developed to monitor and identify developmental milestones in a user-friendly checklist format that includes norms. The availability of the SLC will help parents and professi…
Assessment in deaf education
This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment. This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles recognize that academic success in all areas and performance on assessments is related to many complex factor…
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…
Healthy Women, Healthy Men, and Healthy Adults
Who's Most at Risk for School Removal and Later Juvenile Delinquency
Research on school removal, either through suspension or expulsion, typically focuses on boys who have higher rates of removal than do girls. The present study compares girls to boys on proximal and distal characteristics and outcomes related to this event. Results supported known individual risk factors for school removal such as gender, race, SES, repeating a grade, and early aggressive behaviors which varied across gender by a contextual varia…
Healthy Women, Healthy Men, and Healthy Adults
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…
Language is caught not taught
Aims and objectives: Bimodal bilingualism is a relatively new model for deaf children that involves the learning and utilization of two languages in the United States: American Sign Language (ASL) in the visual modality and English or another spoken language in the auditory modality. This approach involves using both sign language (visual modality) and spoken or written language (aural/oral modality). Methodology: A qualitative content analysis w…
Who's Most at Risk for School Removal and Later Juvenile Delinquency
Research on school removal, either through suspension or expulsion, typically focuses on boys who have higher rates of removal than do girls. The present study compares girls to boys on proximal and distal characteristics and outcomes related to this event. Results supported known individual risk factors for school removal such as gender, race, SES, repeating a grade, and early aggressive behaviors which varied across gender by a contextual varia…
Healthy Women, Healthy Men, and Healthy Adults
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…
Assessment in deaf education
This article serves as an overview and introduction to the topics within the Special Issue: Deaf Education Assessment. This issue strives to establish the recognition of the importance of continued dialogue among stakeholders to support the diverse needs of Deaf and hard of hearing (DHH) students as it relates to assessments. The articles recognize that academic success in all areas and performance on assessments is related to many complex factor…
Early Intervention Protocols
The Spoken Language Checklist
There are many variables having an impact on the spoken language acquisition of deaf and hard of hearing (DHH) children; therefore, it is critical for parents and professionals to have appropriate tools to monitor language acquisition. The Spoken Language Checklist (SLC) was developed to monitor and identify developmental milestones in a user-friendly checklist format that includes norms. The availability of the SLC will help parents and professi…
A sign language journey to the land of smiles
This qualitative study focused on the synergistic experience of a group of Deaf1 and hearing participants during a 2-week international study-abroad program to investigate the impact of immersing hearing American Sign Language (ASL) undergraduate majors with culturally Deaf faculty and doctoral students. 20 participants included undergraduate students who were ASL majors, Deaf doctoral students, faculty members, and an interpreter. Data included …
Language is caught not taught
Aims and objectives: Bimodal bilingualism is a relatively new model for deaf children that involves the learning and utilization of two languages in the United States: American Sign Language (ASL) in the visual modality and English or another spoken language in the auditory modality. This approach involves using both sign language (visual modality) and spoken or written language (aural/oral modality). Methodology: A qualitative content analysis w…
Expanding on deaf children’s language in early intervention
Recent research has found that young deaf children can achieve typical language milestones; however, this finding is not the norm as many researchers still find a large part of their sample has language delays. Findings from these studies show that the youngest children are showing acquisition of many early linguistic skills in both sign and spoken languages. This language acquisition frequently becomes “spotty,” without the smooth, typical growt…
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 (8 works) · Psychology (8 works) · Developmental psychology (5 works) · Sign language (5 works) · American Sign Language (4 works) · Language development (4 works) · Spoken language (4 works) · Deaf education (3 works) · Hand Gesture Recognition Systems (3 works) · Language Development and Disorders (3 works)