Education of the Deaf and Hard of Hearing/ Elementary Education, Flagler College
Ed.M., Language and Literacy with Reading Specialist licensure, Harvard Graduate School of Education
Ed.D., Human Development and Education, Harvard Graduate School of Education
Language and literacy education
Bilingualism in deaf education
Academic English development among secondary school students
Jessica Scott is an assistant professor in deaf education in the Department of Learning Sciences. She earned her undergraduate degree in deaf education from Flagler College, and both her Ed.M. in language and literacy with reading specialist licensure and Ed.D. in human development and education at Harvard Graduate School of Education.
Scott began her career in deaf education as a high school English teacher at the Alaska School for the Deaf. While earning her master’s degree, she also worked as a reading specialist at The Learning Center for the Deaf in Massachusetts.
Her dissertation won Harvard University’s Jeanne S. Chall student research award. In it, she focused on the influence of American Sign Language and academic English proficiency on reading comprehension among deaf and hard of hearing middle and high school students.
As an assistant professor in deaf education, Scott is interested in further exploring the role that American Sign Language plays in the reading of deaf and hard of hearing students, as well as literacy instruction for deaf students. She is also interested in the needs of deaf and hard of hearing students in developing countries.
She is currently serving as chairperson for the Deaf/Hard of Hearing Special Interest Group of the International Literacy Association.
Scott, J.A., Kasun, G.S., Bedolla, F.R. (accepted). “We have conflicting cultures here”: Transnational third spaces in international deaf education. In Q. Wang & J. Andrews (Eds.), Toward a global understanding of literacy education for deaf students. Washington, DC: Gallaudet University Press.
Scott, J.A., Goldberg, H., Connor, C., Lederberg, A.R., (in press). Schooling effects on early literacy skills of young children with hearing loss. American Annals of the Deaf.
Scott, J.A., Hansen, S.G. (2018). A survey of teachers working with dually diagnosed Autism Spectrum Disorder/Deaf and Hard of Hearing students. Journal of Autism and Developmental Disorders, 1-14. DOI: 10.1007/s10803-018-3707-6
Scott, J.A., Hoffmeister, R.H. (2018). Superordinate precision: An examination of academic writing among bilingual deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 23(2), 173-182. DOI: 10.1093/deafed/enx052
Hansen, S.G., Scott, J.A. (2018). A systematic review of the autism research with children who are deaf or hard of hearing. Communication Disorders Quarterly, 39(2), 330-334. DOI: https://doi.org/10.1177/1525740117728475
Scott, J.A., Hoffmeister, R. (2017). Factors predicting the reading comprehension of bilingual deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education, 22(1), 59-71.