Harry Knoors
Dados Biográficos
| ID | 3447607 |
|---|---|
| NOME | Harry Knoors |
| PRENOMES | Harry |
| SOBRENOME | Knoors |
| ASSINATURA | KNOORS H |
| AFILIAÇÕES | Radboud University Nijmegen |
| ORCID | 0000-0002-1709-052X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 14 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Screening for psychological problems in deaf and hard of hearing students
This paper reports upon an evaluation of a school-based screening program aimed at detecting psychological problems1 in 495 deaf and hard of hearing (DHH) students. The first aim of the study was to evaluate the actual implementation of this program. Furthermore, the prevalence of internalizing and externalizing problems in a subset of 277 DHH students was analysed and subsequently how these problems vary as a function of age, gender, context, an…
Variation in second-grade reading in children who are deaf and hard-of-hearing
We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n = 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspellin…
Capability of Children with Hearing Devices
We investigated 34 deaf and hard-of-hearing children with hearing devices aged 8–12 years and 30 typical hearing peers. We used the capability approach to assess well-being in both groups through interviews. Capability is “the real freedom people have to do and to be what they have reason to value.” Speech perception, phonology, and receptive vocabulary data of the deaf and hard-of-hearing children, that were used retrospectively, showed a large …
Predictors in language proficiency of young children with presumed developmental language disorder within the setting of early language intervention
Introduction In the Netherlands, early language intervention is offered to children with presumed Developmental Language Disorder (DLD). The intervention is a combination of group language intervention, individual speech and language therapy and parent-implemented language intervention. During the intervention, some children show more language progress than others. It is unclear what might explain this variation. In this study, we therefore explo…
Predicting Early Literacy
The current study investigated the relative contributions of auditory speech decoding (i.e., auditory discrimination) and visual speech decoding (i.e., speechreading) on phonological awareness and letter knowledge in deaf and hard-of-hearing (DHH) kindergartners (Mage = 6;4, n = 27) and hearing kindergartners (Mage = 5;10, n = 42). Hearing children scored higher on auditory discrimination and phonological awareness, with the DHH children scoring …
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Joint Attention in the Context of Hearing Loss
Joint attention is important for children’s language development. We report two meta-analyses that demonstrate that the congruency in hearing status between parent and child affects the establishment and maintenance of joint attention. Dyads consisting of hearing parents and children with hearing loss, achieve fewer and briefer moments of joint attention in comparison to dyads of hearing parents and hearing children and dyads of deaf parents and …
Associations Between Cortisol Stress Levels and Autism Symptoms in People With Sensory and Intellectual Disabilities
Background and aims Individuals with combined sensory and intellectual disabilities are more sensitive to stress than people without disabilities, especially when they have an Autism Spectrum Disorder (ASD). Reversely, stress can also trigger ASD symptoms. The current study investigated the relationship between stress and ASD symptoms in this population. Methods and Procedures Participants (n=46) were individuals with combined sensory and intelle…
Stress, Affect Regulation and Attachment of People With Sensory and Intellectual Disabilities
Background In persons with combined intellectual and sensory disabilities, mood disorders, stress reactions and attachment problems are more prevalent. This study assessed the presence of these problems within this target population and the effects of an additional Autism Spectrum Disorder (ASD). Method Participants were 60 individuals with combined intellectual and sensory disabilities, all participants had visual impairments, 16 were deafblind.…
Sign effects in spoken word learning by oral deaf and hard-of-hearing children, and by hearing children
Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience with limited auditory access is required for a sign effect to occur. Nine- to 11-year-old children parti…
Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence
This study examined the behavioral, personality, and communicative predictors of acceptance and popularity in 608 early adolescents. Data were collected with sociometric methods and ratings in 30 sixth-grade classrooms. Hierarchical regressions were run to predict acceptance and popularity from prosocial, antisocial, and withdrawn behavior, agreeableness and extraversion, and pragmatic communicative skills. Low levels of antisocial behavior posit…
Self-concept and Ego Development in Deaf Adolescents
Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical …
Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-being
This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and teacher support on well-being were examined cross-sectionally for early adolescents in Grade 6 (N = 75…
Language Planning for the 21st Century
For over 25 years in some countries and more recently in others, bilingual education involving sign language and the written/spoken vernacular has been considered an essential educational intervention for deaf children. With the recent growth in universal newborn hearing screening and technological advances such as digital hearing aids and cochlear implants, however, more deaf children than ever before have the potential for acquiring spoken lang…
Mainstream teachers about including deaf or hard of hearing students
On the relation between the signing and reading skills of deaf bilinguals
In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledg…
Assessment of Sign Language Development
In this article, we will describe the development of an assessment instrument for Sign Language of the Netherlands (SLN) for deaf children in bilingual education programs. The assessment instrument consists of nine computerized tests in which the receptive and expressive language skills of deaf children at different linguistic levels (phonology, vocabulary, morphosyntax, and narration) are assessed. We will describe how the instrument was develop…
The Role of Sign Phonology and Iconicity During Sign Processing
To investigate the influence of sign phonology and iconicity during sign processing in deaf children, the roles of these sign features were examined using an experimental sign-picture verification paradigm. Participants had to make decisions about sign-picture pairs, manipulated according to phonological sign features (i.e., hand shape, movement, and location) and iconic sign features (i.e., transparent depiction of meaning or not). We found that…
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, …
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation between the scores obtained in the sign vocabulary task and the reading vocabulary task when age, short-…
Reading Comprehension of Deaf Children With Cochlear Implants
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with im…
Social Integration of Deaf Children in Inclusive Settings
This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competenc…
Educational Responses to Varying Objectives of Parents of Deaf Children
In 1999, Mary Brennan wrote "By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity" (Brennan, 1999). The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential…
Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence
This study examined the behavioral, personality, and communicative predictors of acceptance and popularity in 608 early adolescents. Data were collected with sociometric methods and ratings in 30 sixth-grade classrooms. Hierarchical regressions were run to predict acceptance and popularity from prosocial, antisocial, and withdrawn behavior, agreeableness and extraversion, and pragmatic communicative skills. Low levels of antisocial behavior posit…
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Mainstream teachers about including deaf or hard of hearing students
Reading Comprehension of Deaf Children With Cochlear Implants
The reading comprehension and visual word recognition in 50 deaf children and adolescents with at least 3 years of cochlear implant (CI) use were evaluated. Their skills were contrasted with reference data of 500 deaf children without CIs. The reading comprehension level in children with CIs was expected to surpass that in deaf children without implants, partly via improved visual word recognition. Reading comprehension scores of children with im…
Social Integration of Deaf Children in Inclusive Settings
This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competenc…
Educational Responses to Varying Objectives of Parents of Deaf Children
In 1999, Mary Brennan wrote "By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity" (Brennan, 1999). The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential…
Modeling Reading Vocabulary Learning in Deaf Children in Bilingual Education Programs
The acquisition of reading vocabulary is one of the major challenges for deaf children in bilingual education programs. Deaf children have to acquire a written lexicon that can effectively be used in reading. In this paper, we present a developmental model that describes reading vocabulary acquisition of deaf children in bilingual education programs. The model is inspired by Jiang's model of vocabulary development in a second language (N. Jiang, …
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
This paper reports on one experiment in which we investigated the relationship between reading and signing skills. We administered a vocabulary task and a story comprehension task in Sign Language of the Netherlands and in written Dutch to a group of 87 deaf children from bilingual education programs. We found a strong and positive correlation between the scores obtained in the sign vocabulary task and the reading vocabulary task when age, short-…
The Role of Sign Phonology and Iconicity During Sign Processing
To investigate the influence of sign phonology and iconicity during sign processing in deaf children, the roles of these sign features were examined using an experimental sign-picture verification paradigm. Participants had to make decisions about sign-picture pairs, manipulated according to phonological sign features (i.e., hand shape, movement, and location) and iconic sign features (i.e., transparent depiction of meaning or not). We found that…
On the relation between the signing and reading skills of deaf bilinguals
In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledg…
Assessment of Sign Language Development
In this article, we will describe the development of an assessment instrument for Sign Language of the Netherlands (SLN) for deaf children in bilingual education programs. The assessment instrument consists of nine computerized tests in which the receptive and expressive language skills of deaf children at different linguistic levels (phonology, vocabulary, morphosyntax, and narration) are assessed. We will describe how the instrument was develop…
Mainstream teachers about including deaf or hard of hearing students
Self-concept and Ego Development in Deaf Adolescents
Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical …
Impact of Peer and Teacher Relations on Deaf Early Adolescents' Well-being
This study focused on the peer and teacher relationships of deaf children and the effects of these relationships on well-being in school during the transition from elementary school to junior high school. Differences due to gender and educational context were also considered. In Study 1, the predictive effects of peer acceptance, popularity, and teacher support on well-being were examined cross-sectionally for early adolescents in Grade 6 (N = 75…
Language Planning for the 21st Century
For over 25 years in some countries and more recently in others, bilingual education involving sign language and the written/spoken vernacular has been considered an essential educational intervention for deaf children. With the recent growth in universal newborn hearing screening and technological advances such as digital hearing aids and cochlear implants, however, more deaf children than ever before have the potential for acquiring spoken lang…
Behavioral, Personality, and Communicative Predictors of Acceptance and Popularity in Early Adolescence
This study examined the behavioral, personality, and communicative predictors of acceptance and popularity in 608 early adolescents. Data were collected with sociometric methods and ratings in 30 sixth-grade classrooms. Hierarchical regressions were run to predict acceptance and popularity from prosocial, antisocial, and withdrawn behavior, agreeableness and extraversion, and pragmatic communicative skills. Low levels of antisocial behavior posit…
Associations Between Cortisol Stress Levels and Autism Symptoms in People With Sensory and Intellectual Disabilities
Background and aims Individuals with combined sensory and intellectual disabilities are more sensitive to stress than people without disabilities, especially when they have an Autism Spectrum Disorder (ASD). Reversely, stress can also trigger ASD symptoms. The current study investigated the relationship between stress and ASD symptoms in this population. Methods and Procedures Participants (n=46) were individuals with combined sensory and intelle…
Stress, Affect Regulation and Attachment of People With Sensory and Intellectual Disabilities
Background In persons with combined intellectual and sensory disabilities, mood disorders, stress reactions and attachment problems are more prevalent. This study assessed the presence of these problems within this target population and the effects of an additional Autism Spectrum Disorder (ASD). Method Participants were 60 individuals with combined intellectual and sensory disabilities, all participants had visual impairments, 16 were deafblind.…
Sign effects in spoken word learning by oral deaf and hard-of-hearing children, and by hearing children
Previous research found a beneficial effect of augmentative signs (signs from a sign language used alongside speech) on spoken word learning by signing deaf and hard-of-hearing (DHH) children. The present study compared oral DHH children, and hearing children in a condition with babble noise in order to investigate whether prolonged experience with limited auditory access is required for a sign effect to occur. Nine- to 11-year-old children parti…
Joint Attention in the Context of Hearing Loss
Joint attention is important for children’s language development. We report two meta-analyses that demonstrate that the congruency in hearing status between parent and child affects the establishment and maintenance of joint attention. Dyads consisting of hearing parents and children with hearing loss, achieve fewer and briefer moments of joint attention in comparison to dyads of hearing parents and hearing children and dyads of deaf parents and …
Predictors in language proficiency of young children with presumed developmental language disorder within the setting of early language intervention
Introduction In the Netherlands, early language intervention is offered to children with presumed Developmental Language Disorder (DLD). The intervention is a combination of group language intervention, individual speech and language therapy and parent-implemented language intervention. During the intervention, some children show more language progress than others. It is unclear what might explain this variation. In this study, we therefore explo…
Predicting Early Literacy
The current study investigated the relative contributions of auditory speech decoding (i.e., auditory discrimination) and visual speech decoding (i.e., speechreading) on phonological awareness and letter knowledge in deaf and hard-of-hearing (DHH) kindergartners (Mage = 6;4, n = 27) and hearing kindergartners (Mage = 5;10, n = 42). Hearing children scored higher on auditory discrimination and phonological awareness, with the DHH children scoring …
Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children's learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading flue…
Capability of Children with Hearing Devices
We investigated 34 deaf and hard-of-hearing children with hearing devices aged 8–12 years and 30 typical hearing peers. We used the capability approach to assess well-being in both groups through interviews. Capability is “the real freedom people have to do and to be what they have reason to value.” Speech perception, phonology, and receptive vocabulary data of the deaf and hard-of-hearing children, that were used retrospectively, showed a large …
Screening for psychological problems in deaf and hard of hearing students
This paper reports upon an evaluation of a school-based screening program aimed at detecting psychological problems1 in 495 deaf and hard of hearing (DHH) students. The first aim of the study was to evaluate the actual implementation of this program. Furthermore, the prevalence of internalizing and externalizing problems in a subset of 277 DHH students was analysed and subsequently how these problems vary as a function of age, gender, context, an…
Variation in second-grade reading in children who are deaf and hard-of-hearing
We investigated relations between kindergarten precursors and second-grade reading skills in deaf and hard-of-hearing (DHH) children, and aimed to identify subgroups based on reading skills, in order to explore early signs of later reading delays. DHH children (n = 23, Mage kindergarten = 6.25) participated from kindergarten-second grade. They were tested on phonological awareness, letter knowledge, spoken vocabulary, speechreading, fingerspellin…
Psychology (22 obras) · Hearing Impairment and Communication (17 obras) · Developmental psychology (15 obras) · Linguistics (13 obras) · Audiology (8 obras) · Medicine (8 obras) · Sign language (8 obras) · Vocabulary (7 obras) · Social Psychology (6 obras) · Tactile and Sensory Interactions (6 obras)