Rochester Institute of Technology (RIT) - National Technical Institute for the Deaf (NTID)

Hauser, P. C., Finch, K., & Hauser, A. (Eds.). (in press). Deaf professionals and designated interpreters: A new paradigm. Washington, DC: Gallaudet University Press.

Hauser, P. C., Lukomski, J., & Hillman, T. (in press). Development of deaf and hard of hearing students' executive function. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press.

Hauser, A., & Hauser, P. C. (in press). The Deaf Professional-Designated Interpreter Model. In P. C. Hauser, K. Finch, & A. Hauser (Eds.), Deaf professionals and designated interpreters: A new paradigm. Washington, DC: Gallaudet University Press.

Hauser, P. C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-Sentence Reproduction Test: Development and implications. In R. M. de Quadros (Ed.), Proceedings of 9th theoretical issues in sign language research conference. Florianópolis, Brazil: Editora Arara Azul. Available: http://www.editora-arara-azul.com.br/EstudosSurdos.php

Caccamise, F., & Samar, V. (in press). Sign Language Proficiency Interview (SLPI) pre-negotiation inter-rater reliability and rater validity. Contemporary Issues in Communication Science and Disorders.

De Filippo, C. (1988). Tracking for speechreading training. In C. De Filippo & D. Sims (Eds.), New reflections on speechreading (pp. 215-239). Volta Review, 90 (5). Washington, DC: A. G. Bell Association for the Deaf.

Birnbaum, R., & Samar, V. J. (in press). Review of the test of phonological awareness--TOPA-2+. In J. C. Conoley & J. Impara (Eds.), 17th mental measurements yearbook. Lincoln: University of Nebraska Press.

Dewangan, D., Samar, V. J., Rao, R. M., & Paul, P. (in press). Factors influencing psychophysically valid taxonomies of image texture. Proceedings of the International Conference on Image Processing.

Dye, M. W. G., Hauser, P. C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible implications for acquiring meaning from print. New York Annals of Science.

Bavelier, D., Newman, A., Mukherjee , M., Hauser, P., Kemeny, S., Braun, A., & Boutla, M. (in press). Encoding, rehearsal and recall in signers and speakers: Shared network but differential engagement. Cerebral Cortex.

Bement, L., Wallber, J., De Filippo, C., Bochner, J., & Garrison, W. (1988). A new protocol for assessing perception in sentence context: The Lipreading Discrimination Test. Ear & Hearing, 9, 33-40.

McKee, B. G., MacLeod, J. E., Long, G. L., & Richardson, J. T. E. (in press). Approaches to studying by deaf postsecondary students' characteristics related to differences in study habits. Journal of Postsecondary Education and Disability, Association of Higher Education and Disability (AHEAD).

Reeves, J. Newell, W., Holcomb, B. R., & Stinson, M. (2000). The sign language skills classroom observation: A process for describing sign language proficiency in classroom settings. American Annals of the Deaf, 145, 312-338.

Samar, V. J. (in press). Brain imaging of language processing: Event related potentials. In K. Brown (Ed.), Encyclopedia of Languages and Linguistics (2nd ed.). New York: Elsevier.

Samar, V. J., & Parasnis, I. (in press). Dorsal stream deficits suggest hidden dyslexia among deaf poor readers: Evidence from reduced perceptual speed and elevated coherent motion detection thresholds. Brain and Cognition.

Stinson, M.S., & Kluwin, T.N. (2011). Educational consequences of alternative school placements. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education, Volume 1 (2nd ed), pp. 47-52 New York: Oxford University Press.

Stinson, M.S. (2010). Current and future technologies in the education of deaf students. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education, Volume 2., pp. 93-110. New York: Oxford University Press.

Stinson, M.S., Elliot, L.B., & Francis, P. (2008) The C-Print system: Using captions to support classroom communication access and learning by deaf and hard of hearing students. In C. Schlenker-Schulte & A. Weber (Eds.) Barrieren überwinden—Teilhabe ist möglich! Villingen-Schwenningen, pp 102-122. Villingen-Schwenningen, Germany: Neckar-Verlag.

Stinson, M.S. (2008). Inclusion and the development of deaf identity. In D. Napoli, I.W. Leigh, K. Lindgren, & D. DeLuca (Eds.) Access: Multiple avenues for deaf people, pp. 99-121. Washington, D.C.: Gallaudet University Press.

Stinson, M.S., Elliot, L., Kelly, R.R., & Liu, Y. (2009). Deaf and hard of hearing students memory of lectures with speech-to-text and interpreting/note taking services. Journal of Special Education. 43 (1), 52-64.

Parasnis, I. (in press). Diversity and Deaf identity: Implications for personal epistemologies in deaf education. In P. Paul & D. Moores (Eds.), Deaf epistemologies: Multiple perspectives on the acquisition of knowledge. Washington, D.C.: Gallaudet University Press.

Christie, K., De Filippo, C., Foster, S., & Shannon, N. (2007). Recommendations regarding selection and implementation of a screening process for admission to MSSE. Report of the MSSE Working Group on Writing. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Schley, S., Walter, G. G., Weathers, R. R., Hemmeter, J., Hennessey, J. C., & Burkhauser, R. V. (2011). Effect of postsecondary education on the economic status of persons who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education. 16(4), 524-536. Available: http://jdsde.oxfordjournals.org/content/16/4/524.full

Albertini, J., & Schley, S. (2011). Writing: Characteristics, instruction, and assessment. In M. Marschark & P. Spencer (Eds.), Handbook of Deaf Studies, Language and Education, Vol. 1 (pp. 130-143). New York: Oxford University Press.

Albertini, J. A., Kelly, R. R., & Matchett, M. K. (2011). Personal factors that influence deaf college students’ academic success. Journal of Deaf Studies and Deaf Education, Advanced Access Online, 1-17. doi:10.1093/deafed/enr016

Albertini, J., & Schley, S. (2011). Writing: Characteristics, instruction, and assessment. In M. Marschark & P. Spencer (Eds.), Handbook of deaf studies, language, and education, Vol.1 (2nd edition, pp.130-143). New York, NY: Oxford University Press.

Albertini, J., & Mayer, C. (2011). Using miscue analysis to assess comprehension in deaf college readers. Journal of Deaf Studies and Deaf Education, 16, 35-46.

Albertini, J. A. (2010). Deafness and hearing loss. In I. B. Weiner & W. E. Craighead (Eds.). The Corsini encyclopedia of psychology: Vol. 2 (4th ed., pp. 461-462). New York: John Wiley and Sons.

Schley, S., with Walter, GG., Weathers II, R. R., Hemmeter, J., Hennessey, J. C., & Burkhauser, R. V. (2010 Fall). Effect of postsecondary education on the economic status of persons who are deaf or hard of hearing. NTID Research Bulletin, 14(1), p. 1, 3-5. Available: http://www.rit.edu/ntid/edr/sites/default/files/Fall%20'10%20Res%20Bull.pdf

Schley, S. (2009, May). Aha! Solutions Outside the Box to Meeting a Child’s Particular Needs. Exceptional Parent. Available: http://www.eparent.com/main_channels_family_community/Solutions_Outside_the_Box

Foster, S., & Cue, K. (2009). Roles and responsibilities of itinerant specialist teachers of deaf and hard of hearing students. American Annals of the Deaf. 153(5), 435-449.

Berent, G. P., Kelly, R. R., & Schueler-Choukairi, T. (2009). Economy in the acquisition of English universal quantifier knowledge: Sentence interpretation by deaf and hearing students and L2 learners at the college level. Applied Psycholinguistics, 30, 251-290.

Berent, G. P. (2009). The interlanguage development of deaf and hearing learners of L2 English: Parallelism via minimalism. In W. C. Ritchie & T. K. Bhatia (Eds.), The new handbook of second language acquisition (pp. 523-543). Bingley, UK: Emerald Group Publishing.

Berent, G. P., & Kelly, R. R. (2008). The efficacy of visual input enhancement in teaching deaf learners of L2 English. In Z-H. Han (Ed.), Understanding second language process (pp. 80-105). Clevedon, UK: Multilingual Matters.

Berent, G. P., Kelly, R. R., Porter, J. E., & Fonzi, J. (2008). Deaf learners' knowledge of English universal quantifiers. Language Learning, 58, 401-437.

Dye, M. W. G., Hauser, P. C., & Bavelier, D. (2008). Visual attention in deaf children and adults: Implications for learning environments. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes. New York: Oxford University Press.

Hauser, P. C., & Marschark, M. (2008). What we know and what we don't know about cognition and deaf learners. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 439-458). New York: Oxford University Press.

Kelly, R. R. (2008). Deaf learners and mathematical problem solving. In M. Marschark & P. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 226-249). New York: Oxford University Press.

Kelly, R. R. (2008). Technology for individuals with vision or hearing challenges. In J. D. Lindsey (Ed.), Technology and exceptional individuals (4th ed., pp. 445-479). Austin, TX: ProEd.

Marschark, M., & Hauser, P. C. (2008). Cognitive underpinnings of learning by deaf and hard-of-hearing students: Differences, diversity, and directions. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes (pp. 3-23). New York: Oxford University Press.

Marschark, M., & Hauser, P. C. (Eds.). (2008). Deaf cognition: Foundations and outcomes. New York: Oxford University Press.

Martino, P., Schley, S., & Dirmyer, R. (2008). Dummy Variables and the Relationship of Deaf and Hearing Growth Using SAS/GRAPH. NorthEast SAS Users Group Inc.: 21st Annual Conference Proceedings. Pittsburgh, PA. Available: http://www.nesug.org/Proceedings/nesug08/sa/sa08.pdf

Dirmyer, R., & Schley, S. (2008). Dummy Variables and the Relationship of Deaf and Hearing Growth Using SAS/GRAPH. NorthEast SAS Users Group Inc.: 21st Annual Conference Proceedings. Pittsburgh, PA. Available: http://www.nesug.org/Proceedings/nesug08/sa/sa08.pdf

Albertini, J. A. (2008). Education without barriers? The roles of attitude and technology. In C. Schlenker-Schulte & A. Weber (Eds.), Barrieren überwinden—Teilhabe ist möglich! [Overcoming barriers— Participation is possible!] Neckar-Verlag: Villingen-Schwenningen.

Weathers II, R. R., Walter, G., Schley, S., Hennessey, J., Hemmeter, J., & Burkhauser, R. V. (2007). How Postsecondary Education Improves Adult Outcomes for Supplemental Security Income Children with Severe Hearing Impairments. Social Security Bulletin, Vol. 67, No. 2, pp. 101-131. Available at http://ssrn.com/abstract=1103967

Marschark, M. (2007). Raising and educating a deaf child (2nd ed.). New York: Oxford Press.

Marschark, M. (2007). A review of discourses on deafness and education and their contemporary influence. In M. Hyde & G. Høie (Eds.), Constructing educational discourses in deafness (pp. 8-26). Oslo: Skådalen.

Marschark, M., Convertino, C. M., Macias, G., Monikowski, C. M., Sapere, P. M., & Seewagen, R. (2007). Understanding communication among deaf students who sign and speak: A trivial pursuit? American Annals of the Deaf, 152, 415-424.

Marschark, M., Rhoten, C., & Fabich, M. (2007). Effects of cochlear implants on children's reading and academic achievement. Journal of Deaf Studies and Deaf Education, 12, 269-282.

Marschark, M., Rhoten, C., & Fabich, M. (2007). On ethics and deafness: Research, pedagogy, and politics. Deafness and Education International, 9, 45-61.

Samar, V. J. (2007). A review of the Hodson Assessment of Phonological Patterns. In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), Seventeenth mental measurements yearbook (pp. 393-395). Lincoln, NE: The Buros Institute of Mental Measurements of the University of Nebraska-Lincoln.

Samar, V. J. (2007). A review of the Lindamood Auditory Conceptualization Test (LAC-3). In K. F. Geisinger, R. A. Spies, J. F. Carlson, & B. S. Plake (Eds.), Seventeenth mental measurements yearbook (pp. 493-495). Lincoln, NE: The Buros Institute of Mental Measurements of the University of Nebraska-Lincoln.

Samar, V. J., & Parasnis, I. (2007). Cortical locus of coherent motion deficits in deaf poor readers. Brain and Cognition, 63, 226-239.

Samar, V. J., & Parasnis, I. (2007). Non-verbal IQ is correlated with visual field advantages for short duration coherent motion detection in deaf signers with varied ASL exposure and etiologies of deafness. Brain and Cognition, 65, 260-269.

Kelly, R. R. (2007). SLC catalyst project on mathematics and deaf and hard-of-hearing learners. Final report to the National Science Foundation. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Lange, D., Pelz, M., & Long, G. (2007). Deaf Initiative in Information Technology II. Final Report to the National Science Foundation. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Long, G., Vignare, K., Rappold, R. P., & Mallory, J. (2007). Access to communication for deaf, hard-of-hearing and ESL students in blended learning courses. International Review of Research in Open and Distance Learning, 8(3), 1-13.

Hauser, P. C., Cohen, J., Dye, M. W. G., & Bavelier, D. (2007). Visual constructive and visual-motor skills in Deaf native signers. Journal of Deaf Studies and Deaf Education, 12, 148-157.

Hauser, P. C. (2007, Spring). Cognitive changes and brain reorganization. Scholarship@RIT Newsletter. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Foster, S., Long, G., & Elliot, L. (2007). Final report: Promoting inclusion and access for deaf students in postsecondary education. Report to the Fund for Improvement of Postsecondary Education, US Department of Education. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Foster, S., Long, G., & Elliot, L. (2007). Promoting access and inclusion for deaf and hard of hearing students in postsecondary education. Report for the Demonstration Projects to Ensure Students with Disabilities Receive a Higher Education, US Department of Education. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Foster, S. (2007). Itinerant teaching study: Suggestions for MSSE curricula and for continuing professional development. Unpublished manuscript, National Technical Institute for the Deaf, Rochester Institute of Technology at Rochester, NY.

De Filippo, C. (2007). Students' interpretation of response options on the Student/Faculty Communication Survey. Unpublished manuscript, National Technical Institute for the Deaf, Rochester Institute of Technology at Rochester, NY.

Berent, G. P., Kelly, R. R., Aldersley, S., Schmitz, K. L., Khalsa, B. K., Panara, J., & Keenan, S. (2007). Focus-on-form instructional methods promote deaf college students' improvement in English grammar. Journal of Deaf Studies and Deaf Education, 12, 8-24.

Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J., & Fonzi, J. (2007). Visual-spatial representation in mathematical problem solving by deaf and hearing students. Journal of Deaf Studies and Deaf Education, 12, 432-448.

Blizzard, D., & Foster, S. (2007). Feminist pedagogy in a deaf and hearing world: Linking cultures through artifacts and understanding. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, 17(3), 225-236.

Brown, A., Jenkins, K., & Parasnis, I. (2007). Facilitating communication among racially/ethnically diverse members of the campus community: Rochester Institute of Technology's Partnership in Pluralism Initiative. In M. H. Abdelsamad & E. R. Myers (Eds.), Society for Advancement of Management (SAM) 2007 International Business Conference Proceedings: Global Challenges and Governance (pp. 639-645). Corpus Christi, TX: Society for Advancement of Management.

Clymer, E. W., & Berent, G. P. (2007). English for international deaf students: Technologies for teacher training and classroom instruction. The Postsecondary Education Network International [On-line]. Available: http://www.pen.ntid.rit.edu/newdownloads/resources/documents/other/EngTech.pdf

Berent, G. P., & Clymer, E. W. (2007). Professional development for educators teaching English for academic purposes to deaf students of English as a foreign language. The Postsecondary Education Network International [On-line]. Available: http://www.pen.ntid.rit.edu/newdownloads/resources/documents/other/EAPProfDev.pdf

Albertini, J. A. (2007). Teaching of writing and diversity: Access, identity, and achievement. In C. Bazerman (Ed.), Handbook of research on writing (pp. 383-393). New York: Taylor & Francis.

Antia, S., Sabers, D., & Stinson, M. S. (2007). Reliability and validity of the classroom communication questionnaire. Journal of Deaf Studies and Deaf Education, 12(2), 158-171.

Bavelier, D., Dye, M. W. G., & Hauser, P. C. (2006). Do deaf individuals see better? Trends in Cognitive Science, 10, 512-518.

Albertini, J. A. (2006). Forschung im Kontext von Hörschädigung unter ethischen Gesichtspunkten--Darstellung und Rollen, Rechte und Verantwortung [Ethical research with Deaf people--Representation and roles, rights and responsibility]. In M. Hintermair (Ed.), Ethik und Hörschädigung, Reflexionen über das Gelingen von Leben unter erschwerten Bedingungn in unsicheren Zeiten [Ethics and hearing loss, reflections on living successfully under difficult conditions in precarious times] (pp. 230-242). Heidelberg: Median-Verlag.

De Filippo, C., & Lansing, C. R. (2006). Eye fixations of deaf and hearing observers in simultaneous communication perception. Ear & Hearing, 27, 331-352.

De Filippo, C., Long, G., Caccamise, F., Kelly, R., & Finton, L. (2006). Student ratings of teachers' classroom communication skills. Unpublished manuscript, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY.

Hauser, P. C., Wills, K., & Isquith, P. K. (2006). Hard of hearing, deafness, and being deaf. In J. E. Farmer, J. Donders, & S. Warschausky (Eds.), Neurodevelopmental disabilities: Clinical research and practice (pp. 119-131). New York: Guilford Publications.

Marschark, M. (2006). Intellectual functioning of deaf adults and children: Answers and questions. European Journal of Cognitive Psychology, 18, 70-89.

King, B. H., Hauser, P. C., & Isquith, P. K. (2006). Psychiatric aspects of blindness and severe visual impairment, and deafness and severe hearing loss in children. In C. E. Coffey & R. A. Brumback (Eds.), Textbook of pediatric neuropsychiatry (pp. 397-423). Washington, DC: American Psychiatric Association.

Kurz, C., Long, G., Parasnis, I., Samar, V., Hauser, P., & Berent, G. (2006). Improving the quality and completion of capstone projects (Working Group Report). Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Schick, B., Marschark, M., & Spencer, P. E. (Eds.). (2006). Advances in the sign language development of deaf children. New York: Oxford University Press.

Marschark, M., Leigh, G., Sapere, P., Burnham, D., Convertino, C., Stinson, M., Knoors, H., Vervloed, M. P. J. & Noble, W. (2006). Benefits of sign language interpreting and text alternatives to classroom learning by deaf students. Journal of Deaf Studies and Deaf Education, 11, 421-437.

Marschark, M., Schick, B., & Spencer, P. E. (2006). Understanding sign language development of deaf children. In B. Schick, M. Marschark, & P. E. Spencer (Eds.), Advances in the sign language development of deaf children (pp. 3-19). New York: Oxford University Press.

Marschark, M., Convertino, C., & LaRock, D. (2006). Assessing cognition, communication, and learning by deaf students. In C. Hage, B. Charlier, & J. Leybaert (Eds.), L'évaluation de la personne sourde (pp. 26-53). Brussels: Mardaga.

Marschark, M., Convertino, C., & LaRock, D. (2006). Optimizing academic performance of deaf students: Access, opportunities, and outcomes. In D. F. Moores & D. S. Martin (Eds.), Deaf learners: New developments in curriculum and instruction (pp. 179-200). Washington, DC: Gallaudet University Press.

Marschark, M., & Spencer, P. E. (2006). Spoken language development of deaf and hard-of-hearing children: Historical and theoretical perspectives. In P. E. Spencer & M. Marschark (Eds.), Advances in the spoken language development of deaf and hard-of-hearing children (pp. 3-21). New York: Oxford University Press.

Paludneviciene, R., & Hauser, P. C. (2006). Early Deaf history revealed: French writings from 1764-1840 translated [Review of the book The Deaf Experience]. Journal of Deaf Studies and Deaf Education, 12, 120.

Spencer, P. E., & Marschark, M. (Eds.). (2006). Advances in the spoken language development of deaf and hard-of-hearing children. New York: Oxford University Press.

Stinson, M. (2006). Evaluation of the C-Print speech-to-text system with educational software and automatic speech recognition. Final report to US Department of Education. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Stinson, M. S. (2005). Touchstones in quantitative research. In A. Young, S. Barnartt, S. Foster, P. Ladd, M. Stinson, & G. Turner (Eds.), Research methodology and deaf studies: Theoretical developments and practice innovation. New York: Oxford University Press.

White, J., & Berent, G. P. (2005). The NTID Institutional Review Board: Procedures, guidelines, and resources. NTID Research Bulletin, 10, 6-8.

Parasnis, I. (2005). Cultural diversity, technology and deaf education. In K. S. Sitaram & M. Prosser (Eds.), Civic discourse (Vol. 3: Communication, technology, and cultural values). Stamford, CT: Ablex Publishing Corporation.

Parasnis, I., & Fischer, S. D. (2005). Perceptions of diverse educators regarding ethnic-minority deaf college students, role models, and diversity. American Annals of the Deaf, 150, 341-349.

Marschark, M., Sapere, P., Convertino, C., & Seewagen, R. (2005). Access to postsecondary education through sign language interpreting. Journal of Deaf Studies and Deaf Education, 10, 38-50.

Marschark, M., Sapere, P., Convertino, C., & Seewagen, R. (2005). Educational interpreting: Access and outcomes. In M. Marschark, R. Peterson, & E. A. Winston (Eds.), Interpreting and interpreter education: Directions for research and practice (pp. 57-83). New York: Oxford University Press.

Marschark, M., Pelz, J., Convertino, C., Sapere, P., Arndt, M. E., & Seewagen, R. (2005). Classroom interpreting and visual information processing in mainstream education for deaf students: Live or Memorex©? American Educational Research Journal, 42, 727-762.

Marschark, M., Peterson, R., & Winston, E.A. (Eds.). (2005). Interpreting and interpreter education: Directions for research and practice. New York: Oxford University Press.

Parasnis, I., Samar, V. J., & Fischer, S. D. (2005). Deaf students' attitudes toward diversity, campus climate, and role models. American Annals of the Deaf, 150, 47-58.

Ross, A. M., Vlahos, E., Shubert, S., Smink, J., Short, D., Foster, S., & Long, G. (2005). Voices from the mainstream. NTID Research Bulletin, 10.

Lang, H. G., & Kelly, R. R. (2005). Review of research on mathematics and deaf students: Implications for teaching [On-line]. Available: http://www.deafed.net

Long, G., & Beil, D. (2005). The importance of direct communication during continuing education workshops for deaf and hard-of-hearing professionals. Journal of Postsecondary Education and Disability, 18(1), 5-11.

Marschark, M. (2005). Developing deaf children or deaf children developing? In D. Power & G. Leigh (Eds.), Educating deaf students: Global perspectives (pp. 13-26). Washington, DC: Gallaudet University Press.

Marschark, M. (2005). Metaphors in sign language and sign language users: A window into relations of language and thought. In H. Colston & A. N. Katz (Eds.), Figurative language comprehension: Social and cultural influences (pp. 309-334). Mahwah, NJ: Lawrence Erlbaum Associates.

Hintermair, M., & Albertini, J. A. (2005). Ethics, deafness, and new medical technologies. Journal of Deaf Studies and Deaf Education, 10, 184-192.

Grosshans, R., & Berent, G. P. (2005). An online technical vocabulary reference tool for deaf students. Instructional Technology and Education of the Deaf: Proceedings. Available: http://www.rit.edu/~techsym/proceedings.html

Berent, G. P., Janakova, D., & Clymer, E. W. (2005). A multimedia design model for planning and delivering professional development for teachers of deaf and hard-of-hearing students in the Czech Republic. Instructional Technology and Education of the Deaf: Proceedings. Available: http://www.rit.edu/~techsym/proceedings.html

Black, K. E. M., Foster, S., & Long, G. (2005; Fall 2004/Winter 2005). "CLASS ACT" helps teachers learn from students. Focus Magazine. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Berent, G. P. (2005). Coding deaf and hard-of-hearing students' successful and unsuccessful English productions. In D. Janakova (Ed.), Proceedings 2004: Teaching English to deaf and hard-of-hearing students at secondary and tertiary levels of education in the Czech Republic (pp. 109-115). Prague, Czech Republic: Eurolex Bohemia.

Berent, G. P. (2005). Input-enhancement in teaching English to deaf and hard-of-hearing students. In D. Janakova (Ed.), Proceedings 2004: Teaching English to deaf and hard-of-hearing students at secondary and tertiary levels of education in the Czech Republic (pp. 75-87). Prague, Czech Republic: Eurolex Bohemia.

Berent, G. P. (2005). Optimizing the teaching-learning experience for deaf and hard-of-hearing learners of English. In D. Janakova (Ed.), Proceedings 2004: Teaching English to deaf and hard-of-hearing students at secondary and tertiary levels of education in the Czech Republic (pp. 42-48). Prague, Czech Republic: Eurolex Bohemia.

Berent, G. P. (2004). Sign language-spoken language bilingualism: Code mixing and mode-mixing by ASL-English bilinguals. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 312-335). Malden, MA: Blackwell Publishing.

Gaustad, M. J., & Kelly, R. R. (2004). The relationship between reading achievement and morphological word analysis in deaf and hearing students matched for reading level. Journal of Deaf Studies and Deaf Education, 9(3), 269-285.

Foster, S., & MacLeod, J. (2004). The role of mentoring relationships in the career development of successful deaf persons. Journal of Deaf Studies and Deaf Education, 9(4), 442-458.

Foster, S., Long, G., Ferrari, J., & Snell, K. (2004). Providing access for deaf students in a technical university in the United States: Perspectives of students and instructors. In D. Power & G. Leigh (Eds.), Educating deaf students: Global perspectives (pp. 185-195). Washington, DC: Gallaudet University Press.

Marschark, M. (2004). Educating deaf students of all ages: From early intervention to life-long learning. Taipei: Taiwan Association of the Deaf.

Marschark, M. (2004). Het onderwijs aan dove studenten: Interacties tussen taal, leren en cognitieve ontwikkeling [Education of deaf students: Interactions of language, learning, and cognitive development]. In M. Van Herreweghe & M. Vermeerbergen, (Eds.), Gebundelde lezingen van het congres Gebarentaal in Vlaanderen: lexicografische, onderwijs-pedagogische en socio-culturele (pp. 89-106). Gent: Fevlado-Diversus.

Long, G., Foster, S., & Elliot, L. (2004). Promoting access and inclusion for deaf and hard-of-hearing students. Year End Report to the Fund for the Improvement of Postsecondary Education (FIPSE). Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

Parasnis, I. (2004). Diversity and identity: Implications for deaf education. In S. Bradaric & V. Ivasovic (Eds.), Sign language, deaf culture, and bilingual education (pp. 101-110). Faculty of Education and Rehabilitation Sciences, University of Zagreb.

Richardson, J. T. E., Long, G., & Foster, S. (2004). Academic engagement in students with a hearing loss in distance education. Journal of Deaf Studies and Deaf Education, 9(1), 68-85.

Richardson, J. T. E., Long, G., & Woodley, A. (2004). Students with an undisclosed hearing loss: A challenge for academic access, progress and success? Journal of Deaf Studies and Deaf Education, 9, 427-441.

Marschark, M., Sapere, P., Convertino, C., & Seewagen, R. (2004). Comprehension of sign language interpreting: Deciphering a complex task situation. Sign Language Studies, 4, 345-368.

Marschark, M., Convertino, C., McEvoy, C., & Masteller, A. (2004). Organization and use of the mental lexicon by deaf and hearing individuals. American Annals of the Deaf, 149, 51-61.

Marschark, M., & Albertini, J. (2004). Deafness and hearing loss. In W. E. Craighead & C. B. Nemeroff (Eds.), Concise encyclopedia of psychology (3rd ed., pp. 260-262). New York: John Wiley.

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Samar, V. J. (1991). A review of the CID Picture SPINE test by Randall Monsen, Jean S. Moog, and Ann E. Geers. In J. J. Kramer & J. C. Conoley (Eds.), Eleventh mental measurements yearbook (pp. 179-181). Lincoln: University of Nebraska Press.

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Scott, L. C., Metz, D. E., Rohland, P., & Samar, V. J. (1990). A cognitive/experiential approach to aural rehabilitation. American Annals of the Deaf, 138, 27-30.

Metz, D. E., Schiavetti, N., Samar, V. J., & Sitler, R. (1990). Acoustic dimensions of hearing-impaired speakers' intelligibility: Segmental and suprasegmental characteristics. Journal of Speech and Hearing Research, 33, 476-487.

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McAfee, M., Kelly, J. F., & Samar, V. J. (1990). Spoken and written English errors of post secondary students with severe hearing impairment. Journal of Speech and Hearing Disorders, 55, 628-634.

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Foster, S., Barefoot, S., & DeCaro, P. (1989). The meaning of communication to a group of deaf college students: A multidimensional perspective. Journal of Speech and Hearing Disorders, 54, 558-569.

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Berent, G. P. (1988). An assessment of syntactic capabilities. In M. Strong (Ed.), Language learning and deafness (pp. 133-161). Cambridge: Cambridge University Press.

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Foster, S. (1987). Employment experiences of deaf RIT graduates: An interview study. Journal of Rehabilitation of the Deaf, 21(1), 1-15.

Foster, S. (1987). The politics of caring. London: The Falmer Press.

Emerton, G., Foster, S., & Royer, H. (1987). The impact of changing technology on the employment of a group of older deaf workers. Journal of Rehabilitation of the Deaf, 21(2), 6-18.

Kelly, R. R. (1986). Examining the elements of excellence in teaching handicapped people. Journal of the Nebraska Speech, Hearing, and Language Association, 24, 26-32.

De Filippo, C. (1986). Visual intelligibility of deaf talkers. Journal of the Academy of Rehabilitative Audiology, 19, 87-101.

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De Filippo, C., & Snell, K. (1986). Detection of a temporal gap in low-frequency narrow-band signals by normal-hearing and hearing-impaired listeners. Journal of the Acoustical Society of America, 80, 1354-1358.

De Filippo, C., & Gottermeier, L. (1985). Cross modality matching as a loudness measure. Journal of the Academy of Rehabilitative Audiology, 18, 83-101.

Parasnis, I., & Samar, V. J. (1985). Parafoveal attention in congenitally deaf and hearing young adults. Brain and Cognition, 4, 313-327.

Metz, D. E., Samar, V. J., Schiavetti, N., Sitler, R., & Whitehead, R. L. (1985). Acoustic dimensions of hearing-impaired speakers' intelligibility. Journal of Speech and Hearing Research, 28, 345-355.

McKee, B. G., Stinson, M. S., & Blake, R. (1984). Perceived versus measured communication skills of hearing-impaired college students. Journal of Rehabilitation of the Deaf, 18(2), 19-24.

Samar, V. J., & Sims, D. G. (1984). Visual evoked response components related to speechreading and spatial skills in hearing and hearing-impaired adults. Journal of Speech and Hearing Research, 27, 162-172.

De Filippo, C. (1984). Laboratory projects in tactile aids to lipreading. Ear & Hearing, 5, 211-227.

DeCaro, J. J., Dowaliby, F. J., & Maruggi, E. A. (1983). A cross-cultural examination of parents' and teachers' expectations for deaf youth regarding careers. British Journal of Educational Psychology, 53, 375-380.

Albertini, J. A., & Samar, V. J. (1983). Early instruction of object complements to severely and profoundly hearing-impaired college students. Applied Psycholinguistics, 4, 345-357.

Kelly, J., & Whitehead, R. (1983). Integrated spoken and written English instruction for the hearing impaired. Journal of Speech and Hearing Disorders, 48, 415-422.

Samar, V. J., & Sims, D. G. (1983). Visual evoked response correlates of speechreading performance in normal-hearing adults: A replication and factor analytic extension. Journal of Speech and Hearing Research, 26, 2-9.

Samar, V. J. (1983). Evoked potential and visual half-field evidence for task-dependent cerebral asymmetries in congenitally deaf adults. Brain and Cognition, 2, 383-403.

Parasnis, I. (1983). Effects of parental hearing status and exposure to early manual communication on cognitive skills, English language skill and field independence of young deaf adults. Journal of Speech and Hearing Research, 26, 588-594.

Parasnis, I. (1983). Vision and deafness: A review of ophthalmological studies. Journal of the Academy of Rehabilitative Audiology, 16, 148-160.

Parasnis, I. (1983). Visual perceptual skills and deafness: A research review. Journal of the Academy of Rehabilitative Audiology, 16, 161-181.

Witters-Churchill, L. J., Kelly, R. R., & Witters, L. A. (1983). Hearing-impaired students' perception of liquid horizontality: An examination of the effects of gender, development, and training. Volta Review, 85(4), 211-225.

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Kelly, R. R. (1982). Microcomputers in education: Age of romance, or age of reason? American Annals of the Deaf, 127(5), 693-697.

DeCaro, J. J., Evans, L., & Dowaliby, F. J. (1982). Advising deaf youth to train for various occupations: Attitudes of significant others. British Journal of Educational Psychology, 52, 220-227.

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De Filippo, C. (1982). Tactile perception. In D. Sims, G. Walter, & R. Whitehead (Eds.), Deafness and communication: Assessment and training (pp. 40-52). Baltimore: Williams & Wilkins.

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Kelly, R. R., & Witters, L. A. (1981). Developmental and sex differences of gifted children's perception of liquid horizontality. Journal for the Education of the Gifted, IV(2), 85-96.

Kelly, R. R., & Witters, L. A. (1980). Gifted children's development and sex differences for perceiving liquid horizontality: Implications for instruction. Proceedings of the 27th Annual NAGC Convention. Hot Springs, AZ: National Association for Gifted Children.

Kelly, R. R. (1980). The evaluation program and nationwide field test effort of the Media Development Project for the Hearing Impaired. American Annals of the Deaf, 125(6), 798-801.

Kelly, R. R., & Orton, K. D. (1979). Dichotic perception of word-pairs with mixed image values. Neuropsychologia, 17, 363-371.

De Filippo, C. (1979). Tactile aids for the deaf: Design and evaluation strategies. In D. McPherson (Ed.), Advances in prosthetic devices for the deaf: A technical workshop (pp. 189-198). Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.

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Parasnis, I. (1979). Imagery effects and memory for signs and words. National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester, NY. (ERIC Document Reproduction Service No. ED 176427 EC120111)

Tomlinson-Keasey, C., & Kelly, R. R. (1979). A task analysis of hemispheric functioning. Neuropsychologia, 17, 345-351.

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Tomlinson-Keasey, C., & Kelly, R. R. (1978). The deaf child's symbolic world. American Annals of the Deaf, 123(4), 452-459.

Stepp, R. E., Jr., Propp, G., LaGow, R. L., & Kelly, R. R. (1978). Media Development Project for the Hearing Impaired. Journal of Special Education Technology, 1(2), 25-31.

Kelly, R. R. (1978). Hemispheric specialization of deaf children: Are there any implications for instruction? American Annals of the Deaf, 123(6), 637-645.

Erber, N., & De Filippo, C. (1978). Voice/mouth synthesis and tactual/visual perception of /pa, ba, ma/. Journal of the Acoustical Society of America, 64, 1015-1019.

Kelly, R. R., & Tomlinson-Keasey, C. (1977). Hemispheric laterality of deaf children for processing words and pictures visually presented to the hemifields. American Annals of the Deaf, 122(6), 525-533.

Kelly, R. R., & Tomlinson-Keasey, C. (1976). Information processing of visually presented picture and word stimuli by young hearing-impaired and normal-hearing children. Journal of Speech and Hearing Research, 19(4), 628-638.

LaGow, R. L., & Kelly, R. R. (1974). The Midwest Regional Media Center for the Deaf: Eight years of media service. American Annals of the Deaf, 119(5), 554-564.

Tomlinson-Keasey, C., & Kelly, R. R. (1974). The development of thought processes in deaf children. American Annals of the Deaf, 119(6), 693-700.

Kelly, R. R. (1972). Has educational technology misplaced the deaf learner? American Annals of the Deaf, 177(4), 427-430. (Reprinted in The special child in the library, pp. 86-89, by B. H. Basking & K. H. Harris, Eds., 1976, Chicago: American Library Association)

Kelly, R. R. (1972). Is educational technology an intruder in the classroom? Education and Training of the Mentally Retarded, 7, 94-98.

Hollestelle, C. H., & Kelly, R. R. (1972, Fall). Bulletin boards: No deposit--No return. Teaching Exceptional Children, 5, 1, 36-40.

Hauser, P. C., Finch, K., & Hauser, A. (Eds.). (in press). Deaf professionals and designated interpreters: A new paradigm. Washington, DC: Gallaudet University Press.

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Hauser, P. C., Paludneviciene, R., Supalla, T., & Bavelier, D. (in press). American Sign Language-Sentence Reproduction Test: Development and implications. In R. M. de Quadros (Ed.), Proceedings of 9th theoretical issues in sign language research conference. Florianópolis, Brazil: Editora Arara Azul. Available: http://www.editora-arara-azul.com.br/EstudosSurdos.php

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Birnbaum, R., & Samar, V. J. (in press). Review of the test of phonological awareness--TOPA-2+. In J. C. Conoley & J. Impara (Eds.), 17th mental measurements yearbook. Lincoln: University of Nebraska Press.

Dewangan, D., Samar, V. J., Rao, R. M., & Paul, P. (in press). Factors influencing psychophysically valid taxonomies of image texture. Proceedings of the International Conference on Image Processing.

Dye, M. W. G., Hauser, P. C., & Bavelier, D. (in press). Visual skills and cross-modal plasticity in deaf readers: Possible implications for acquiring meaning from print. New York Annals of Science.

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McKee, B. G., MacLeod, J. E., Long, G. L., & Richardson, J. T. E. (in press). Approaches to studying by deaf postsecondary students' characteristics related to differences in study habits. Journal of Postsecondary Education and Disability, Association of Higher Education and Disability (AHEAD).

Reeves, J. Newell, W., Holcomb, B. R., & Stinson, M. (2000). The sign language skills classroom observation: A process for describing sign language proficiency in classroom settings. American Annals of the Deaf, 145, 312-338.

Samar, V. J. (in press). Brain imaging of language processing: Event related potentials. In K. Brown (Ed.), Encyclopedia of Languages and Linguistics (2nd ed.). New York: Elsevier.

Samar, V. J., & Parasnis, I. (in press). Dorsal stream deficits suggest hidden dyslexia among deaf poor readers: Evidence from reduced perceptual speed and elevated coherent motion detection thresholds. Brain and Cognition.

Stinson, M.S., & Kluwin, T.N. (2011). Educational consequences of alternative school placements. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education, Volume 1 (2nd ed), pp. 47-52 New York: Oxford University Press.

Stinson, M.S. (2010). Current and future technologies in the education of deaf students. In M. Marschark & P. Spencer (Eds.), Oxford handbook of deaf studies, language, and education, Volume 2., pp. 93-110. New York: Oxford University Press.

Stinson, M.S., Elliot, L.B., & Francis, P. (2008) The C-Print system: Using captions to support classroom communication access and learning by deaf and hard of hearing students. In C. Schlenker-Schulte & A. Weber (Eds.) Barrieren überwinden—Teilhabe ist möglich! Villingen-Schwenningen, pp 102-122. Villingen-Schwenningen, Germany: Neckar-Verlag.

Stinson, M.S. (2008). Inclusion and the development of deaf identity. In D. Napoli, I.W. Leigh, K. Lindgren, & D. DeLuca (Eds.) Access: Multiple avenues for deaf people, pp. 99-121. Washington, D.C.: Gallaudet University Press.

Stinson, M.S., Elliot, L., Kelly, R.R., & Liu, Y. (2009). Deaf and hard of hearing students memory of lectures with speech-to-text and interpreting/note taking services. Journal of Special Education. 43 (1), 52-64.

Parasnis, I. (in press). Diversity and Deaf identity: Implications for personal epistemologies in deaf education. In P. Paul & D. Moores (Eds.), Deaf epistemologies: Multiple perspectives on the acquisition of knowledge. Washington, D.C.: Gallaudet University Press.

Christie, K., De Filippo, C., Foster, S., & Shannon, N. (2007). Recommendations regarding selection and implementation of a screening process for admission to MSSE. Report of the MSSE Working Group on Writing. Rochester, NY: National Technical Institute for the Deaf, Rochester Institute of Technology.