Write in a clean editor, then format for The Journal of Deaf Studies and Deaf Education in one click — DocuGuru applies the official Oxford University Press template with author–year references and exports a submission-ready PDF plus the editable LaTeX source. Free to start.
The Journal of Deaf Studies and Deaf Education is a peer-reviewed journal published by Oxford University Press, covering Hearing Impairment and Communication, Language, Discourse, Communication Strategies, Hearing Loss and Rehabilitation.
| Publisher | Oxford University Press |
|---|---|
| Reference style | Author–year (OUP) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', The Journal of Deaf Studies and Deaf Education, 12(3), pp. 45–58.
Formats any DOI in the closest standard style — The Journal of Deaf Studies and Deaf Education has no published style definition, so this is an approximation. No sign-up. |
| Publishes research in | Hearing Impairment and Communication Language, Discourse, Communication Strategies Hearing Loss and Rehabilitation Hand Gesture Recognition Systems Inclusion and Disability in Education and Sport |
| ISSN | 1081-4159 |
| Citation impact (2-yr) | 1.92 |
| h-index | 112 |
| i10-index | 800 |
| Total citations | 51,275 |
| Article processing charge | $3,995 |
| Top institutions publishing here | Rochester Institute of Technology |
| Journal website | jdsde.oxfordjournals.org |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
It is approaching a half century since Bill Stokoe published his revolutionary monograph, Sign Language Structure: An Outline of the Visual Communication Systems of the American Deaf It is rare for a work of innovative scholarship to spark a social as well as an intellectual revolution, but that is just what Stokoe's 1960 paper did.…
This article presents a rich context of information for interpreting Stanford Achievement Test scores and for describing the achievement of deaf and hard-of-hearing students. The publisher's national norming of the Stanford Achievement Test provides a context of actual performance of hearing students. The publisher's Performance Standards provide a context of expectations for hearing students as…
This article summarizes the research findings from a longitudinal study of the language, speech, and social-emotional development of children who are deaf and hard of hearing, all of whom have hearing parents. This series of studies, from 1994 to the present, investigated predictors of successful developmental outcomes. The article provides information about how the findings…
This study investigated three questions: Is it realistic to expect age-appropriate spoken language skills in children with cochlear implants (CIs) who received auditory-oral intervention during the preschool years? What characteristics predict successful spoken language development in this population? Are children with CIs more proficient in some areas of language than others? We analyzed language skills…
The first large-scale, nationwide academic achievement testing program using Stanford Achievement Test (Stanford) for deaf and hard-of-hearing children in the United States started in 1969. Over the past three decades, the Stanford has served as a benchmark in the field of deaf education for assessing student academic achievement. However, the validity and reliability of using…
