CHILDREN OF DEAF ADULTS

CODA CELEBRATES THE UNIQUE HERITAGE AND
MULTICULTURAL IDENTITIES OF ADULT HEARING
INDIVIDUALS WITH DEAF PARENT(S).

Academic Resources

Topics - codas

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Emmorey, K., Luk, G., Pyers, J. E., & Bialystok, E. (2008). The source of enhanced cognitive control in bilinguals evidence from bimodal bilinguals.Psychological Science, 19(12), 1201-1206.

Kanto, L., Huttunen, K., & Laakso, M. L. (2013). Relationship between the linguistic environments and early bilingual language development of hearing children in Deaf-parented families. Journal of deaf studies and deaf education, 18(2), 242-260.

Lillo-Martin, D., de Quadros, R. M., Pichler, D. C., & Fieldsteel, Z. (2014). Language choice in bimodal bilingual development.
Pizer, G., Walters, K., & Meier, R. P. (2012). “We communicated that way for a reason”: Language practices and language ideologies among hearing adults whose parents are deaf. Journal of deaf studies and deaf education, ens031.

Pyers, J. E., & Emmorey, K. (2008). The face of bimodal bilingualism grammatical markers in American Sign Language are produced when bilinguals speak to English monolinguals. Psychological Science, 19(6), 531-535.

Pyers, J. E., Gollan, T. H., & Emmorey, K. (2009). Bimodal bilinguals reveal the source of tip-of-the-tongue states. Cognition, 112(2), 323-329.

Singleton, J.L. & Tittle, M.D. (2000). Deaf parents and their hearing children. Journal of Deaf Studies and Deaf Education, 5(3), 221-236.

Topics - deaf & Deaf Education

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Davis, L.J. (2007). Deafness and the riddle of identity. Chronicle, 1, 12.

Hoffmeister, R. J., & Caldwell-Harris, C. L. (2014). Acquiring English as a second language via print: The task for deaf children. Cognition, 132(2), 229-242.

Mayberry, R. I., Del Giudice, A. A., & Lieberman, A. M. (2010). Reading achievement in relation to phonological coding and awareness in deaf readers: A meta-analysis. Journal of Deaf Studies and Deaf Education, 16(2), 164-188.

Singleton, J. L., Jones, G., & Hanumantha, S. (2014). Toward ethical research practice with Deaf participants. Journal of Empirical Research on Human Research Ethics, 9(3), 59-66.

Hensley, J.S., Caselli, N., Cappola, M., Gagne, D., Hoffmeister, R., Palmer, J., Pyers, J., Quadros, R., Reynolds, & W. Singleton, J. (June, 2016). Codas Doing Research: A Panel Discussion. Proceedings from a 2016 panel of Coda researchers at Austin, Texas, US.

Topics, Culture and/or Disability

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McDermott, R., & Varenne, H. (1995). Culture as disability. Anthropology & Education Quarterly, 26(3), 324-348.

Topics, Sign Language/Linguistics

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Brentari, D., & Coppola, M. (2013). What sign language creation teaches us about language. Wiley Interdisciplinary Reviews: Cognitive Science, 4(2), 201-211.

Caselli, N. K., & Cohen-Goldberg, A. M. (2014). Lexical access in sign language: a computational model.

Davidson, K., Lillo-Martin, D., & Pichler, D. C. (2013). Spoken English language development in native signing children with cochlear implants.Journal of deaf studies and deaf education, ent045.

Gagne, D. and M. Coppola. (2014). Disentangling language and education effects on False Belief understanding: Evidence From Homesigners, Signers, and Unschooled Spanish Speakers. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 2246-2251). Austin, TX: Cognitive Science Society. https://mindmodeling.org/cogsci2014/papers/391/paper391.pdf

Academic Resources

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CODA International is a private organization maintained and governed by CODA International members. Codas being persons who have one or more parent with a demonstrable and verifiable hearing loss. Non Codas interested in becoming Supporting Members are encouraged and highly welcomed. Persons joining as a voting member or registering for CODA International conference or specified events, found to be non-Coda will automatically have their status changed to Supporting Member and any dues or fees paid to CODA will be forfeited. The privacy and security of all registered members is a top priority for the purpose of admittance, denials, and revocations.

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