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Susan Easterbrooks

Professor    Program Coordinator, Deaf Education Program    
Deaf education
Language acquisition
Literacy acquisition

Susan Easterbrooks is a Regents’ Professor of Educational Psychology, Special Education, and Communication Disorders, has taught in local and residential schools and has been an advocate for deaf/hard-of-hearing in many venues. She has taught university students for over 30 years and has served on many national committees. She has written several textbooks used in preparation of teachers of the deaf and many articles and chapters.

Susan Easterbrooks’ research interests are in the areas of language and literacy development in deaf learners and how teachers should teach this to deaf learners. At present, she is the co-principal investigator on the national research and dissemination Center on Literacy and Deafness (CLAD).

Susan Easterbrooks CV


Easterbrooks, S., & Beal-Alvarez, J. (February, 2013). Literacy acquisition in students who
are deaf and hard of hearing. A book in the Oxford University Press Series, Professional Perspectives on Deafness: Evidence and Applications. New York, NY: Oxford University Press.
Easterbrooks, S.R., & Estes, E. (2007). Helping Deaf and Hard of Hearing Children to Use
Spoken Language. Thousand Oaks: Corwin Press.
Easterbrooks, S.R. & Baker, S. (2002). Language instruction of students who are deaf and hard
of hearing: Multiple pathways. Boston: Allyn & Bacon.
Easterbrooks, S. (2010). Educational practices and literacy development during the school years. In M. Marschark & P. Spencer (Eds). Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2.(pp. 11-126). New York, NY: Oxford University Press.
Tucci, S., Trussell, J., & Easterbrooks, S.R. (2013). A review of the evidence on
strategies for teaching children who are DHH grapheme-phoneme correspondence. Communication Disorders Quarterly,
Tucci, S., & Easterbrooks, S. (2013). A syllable segmentation, letter-sound, and initial
sound intervention with students who are deaf or hard of hearing and use sign language. Journal of Special Education, .
Easterbrooks, S.R. (2013). American Sign Language and Deaf culture: Their rightful place in
university curricula. NECTFL Journal, 71, 37-54.
Beal-Alvarez, J.S., & Easterbrooks, S. R. (2013). Increasing children’s ASL
classifier production: A multi-component intervention. American Annals of the Deaf,
158(3), 311-323.
Nikolaraizi, M., Vekiri, I., & Easterbrooks, S.R. (2013). Investigating deaf students’ use of visual multimedia resources in reading comprehension. American Annals of the Deaf, 158(1),
Miller, E. M.., Lederberg, A.R., & Easterbrooks, S. R. (2013). Phonological awareness:
Explicit instruction of young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education. First published online January 9, 2013 doi:10.1093/deafed/ens067
Beal-Alvarez, J., Lederberg, A., & Easterbrooks, S. (2012). Grapheme phoneme acquisition of
deaf preschoolers. Journal of Deaf Studies and Deaf Education, 17(1), 39-60.
Cannon, J., Swozowski, N., Gallagher, P., & Easterbrooks, S. (2012). A program evaluation of
an inclusive model for training pre-service general education teachers to work with students with special needs. Journal of the American Academy of Special Education Professionals, Spring/Summer 2012.
Easterbrooks, S., & Beal-Alvarez, J. (2012). States’ reading outcomes of students who are deaf
or hard of hearing, American Annals of the Deaf, 157(1), 27-40.
Cannon, J. E., Easterbrooks, S. R., Gagne, P., & Beal-Alvarez, J. (2011). Improving DHH
students’ grammar through an individualized software program. Journal of Deaf Studies
and Deaf Education, 16(4):437-57.
Thagard, E.K., Hilsmier, A.S., & Easterbrooks, S.R. (2011). Pragmatic language in students who
are deaf and hard of hearing: Correlation with success in general education. American Annals of the Deaf, 155(5), 516-34.
Easterbrooks, S., Lederberg, A., & Connor, C. (2010). Contributions of the emergent literacy
environment to literacy outcomes in deaf preschool-aged children. American Annals of the Deaf, 155(4), 467-480.
Cannon, J., Easterbrooks, S., & Fredrick, L. (2010). Vocabulary
acquisition through books in ASL by student with hearing loss from non-English speaking homes. Communication Disorders Quarterly, 31(2), 98-112.
Bergeron, J.P., Lederberg, A., Easterbrooks, S., Miller, E., & Connor, C. (2009). Building the
alphabetic principle in deaf emergent readers. Volta Review, 109(2), 91-114.
Easterbrooks, S. R., Lederberg, A. R., Miller, E. M., Bergeron, J. P., & Connor, C. M. (2008).
Emergent literacy skills during early childhood in children with hearing loss: Strengths
and weaknesses, Volta Review, 108(2), 91-114.
Easterbrooks, S., Stephenson, B., & Gale, E. (2008). Veteran teachers’ use of recommended practices in deaf education. American Annals of the Deaf, 153(5), 461–473 [Published Feb., 2009].