Current Research Interests

Language, cognitive, and social development of deaf children; sign language interpreting, language and cognition in deaf and hearing adults; psychology of language; memory.

Hauser, P.C. & Marschark, M. (in press). 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 . New York: Oxford University Press.

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

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

Marschark, M. & Hauser, P. (in press). 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 . New York: Oxford University Press.

Marschark, M. & Wauters, L. (in press). Language comprehension and learning by deaf students. In M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes . New York: Oxford University Press.

Pelz, J., Marschark, M., & Convertino, C. (in press). Visual gaze as a marker of deaf students' attention during mediated instruction. To appear in M. Marschark & P. C. Hauser (Eds.), Deaf cognition: Foundations and outcomes . New York: Oxford University Press.

Marschark, M. (2007). Comprendre et utiliser les fondamentaux cognitifs de l'apprentissage des enfants sourds. [Understanding and utilizing the cognitive underpinnings of learning by deaf children.] Enfance, 59 , 271-281.

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.

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., 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., 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, D.C.: Gallaudet University Press.

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

Books (click on a title for more information)

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

Marschark, M. (2007). Raising and educating a deaf child, Second edition. New York: Oxford University Press.

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

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

Marschark, M., Peterson, R., & Winston, E.A., Editors (2005). Interpreting and interpreter education: Directions for research and practice. New York: Oxford 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. & Spencer, P.E., Editors (2003). Oxford handbook of deaf studies, language, and education. New York: Oxford University Press.

Marschark, M., Lang, H.G., & Albertini, J.A. (2002). Educating deaf students: From research to practice. New York: Oxford University Press.

Clark, M. D., Marschark, M. & Karchmer, M., Editors (2001). Cognition, context, and deafness. Washington, D.C.: Gallaudet University Press.

P. Spencer, C. Erting, & M. Marschark, Eds. (2000), Development in context: The deaf child in the family and at school. Mahwah, NJ: LEA.

Marschark, M. & Clark, M. D., Editors, (1998). Psychological perspectives on deafness, Volume 2. Mahwah, N.J.: Lawrence Erlbaum and Associates.

Marschark, M. (1997). Raising and educating a deaf child. New York: Oxford University Press.

Marschark, M., Siple, P., Lillo-Martin, D. & Everhart, V. (1997). Relations of language and thought: The view from sign language and deaf children. New York: Oxford University Press.

de Vega, M., Intons-Peterson, M. J., Johnson-Laird, P. N., Denis, M., & Marschark, M. (1996). Models of visuospatial cognition. New York: Oxford University Press.

Marschark, M. (1995). Il bambino con handicap uditivo e lo sviluppo della sua personalità. Bergamo, Italy: Juvenilia.

Marschark, M. & Clark, M. D., Editors, (1993). Psychological perspectives on deafness. Hillsdale, N.J.: Lawrence Erlbaum and Associates.

Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.

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