I joined the UBC Faculty of Education in 2010 after completing my Ph.D. in Students with Exceptionalities, under my advisor Dr. Susan Easterbrooks, with a focus on d/Deaf and hard of hearing children’s language and literacy acquisition. Prior to this I was a teacher of the d/Deaf and hard of hearing for 9 years in K-12 itinerant and resource settings in Atlanta, Georgia.
My areas of research include language and literacy acquisition of students who are d/Deaf and hard of hearing and/or struggling readers. I am interested in determining effective grammar and literacy strategies, along with assessment tools, through intervention and validation research. The link between comprehension of English grammar and vocabulary development to increase language acquisition is the foundation for my research. I am interested in studying strategies aimed at elementary students who are struggling readers in itinerant, resource, private, and school for the deaf settings, especially those who are Multilingual Learners (students from homes where a language other than English and/or American Sign Language is used).
Chair, Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH) Certification Committee http://caedhh.ca
Guardino, C., Beal-Alvarez, J., Cannon, J. E., Voss, J., & Bergeron, J. (2018). Case studies in Deaf education: Inquiry, application, and resources. Washington, D.C.: Gallaudet University Press. http://gupress.gallaudet.edu/CSDE.html
Antia, S.D., Guardino, C., & Cannon, J. E. (2017). Single case design. In S. Cawthon & C. L. Garberoglio (Eds.), Research in Deaf education: Context, challenges, and considerations. New York, NY: Oxford University Press
Hubley, A. & Cannon, J.E. (2017). [Test review of Review of the Substance Abuse Screener in ASL (SAS-ASL)]. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook. Retrieved from http://marketplace.unl.edu/buros/
Cannon, J. E. (2017, April). Understanding the importance and benefits of the three-year re-evaluation process for deaf and hard-of-hearing students. Raising and Educating Deaf Children: Foundations for policy, practice and outcomes eBulletin. Retrieved from www.raisingandeducatingdeafchildren.org
Cannon, J. E., Guardino, C., & Gallimore, E. (2016). A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners. American Annals of the Deaf, 161(1), 8-16.
Cannon, J. E., & Luckner, J. (2016). Increasing cultural and linguistic diversity in Deaf education teacher preparation programs. American Annals of the Deaf, 161(1), 89-103.
Guardino, C., & Cannon, J. E. (2016). Deafness and diversity: Reflections and directions American Annals of the Deaf, 161(1), 104-112.
Cannon, J.E., Guardino, C., Antia, S., & Luckner, J. (2016). Single-Case Design research: Building the evidence-base within the field of education of Deaf/hard of hearing students. American Annals of the Deaf 160(5), 440-452. doi: 10.1353/aad.2016.0007
Guardino, C. & Cannon, J.E. (2015). Theory, research, and practice for students who are Deaf and hard of hearing with disabilities: Addressing the challenges from birth to post-secondary education. American Annals of the Deaf. 160(4), 347-355. doi: 10.1353/aad.2015.0033
Cannon, J.E., Hubley, A., Milhoff, C., & Mazlouman, S. (2015). Reliability and validity of the Comprehension of Written Grammar test for Deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education 21(1). doi: 10.1093/deafed/env049
Guardino, C., Becker, S.J., & Cannon, J.E., Bustos, T. (2015). The Impact of an International Service Learning Opportunity in the Philippines on American Pre-Service Teacher of the Deaf. Proceedings of the 22ndInternational Congress on the Education of the Deaf and Hard of Hearing, Athens, Greece.
Cannon, J.E., & Hubley, A. (2014). Content Validation of the Comprehension of Written Grammar Assessment for Deaf and Hard of Hearing Students, Journal of Psychoeducational Assessment, 1-7. DOI: 10.1177/0734282914531715
Beal-Alvarez, J., & Cannon, J.E. (2014). Technology intervention research with D/HH learners: Levels of evidence. American Annals of the Deaf, 158(5), 486-505.
Guardino, C., Cannon, J.E., & Eberst, K. (2014). Building the evidence-base of effective reading strategies to use with Deaf English Language Learners. Communications Disorders Quarterly, 35(2), 59-73. doi: 10.1177/1525740113506932
Parson-Tylka, T., Clarke, M., & Cannon, J. (2014). National Research and Development Center on Literacy and Deafness (CLAD): A summary of British Columbia’s participation in the project. The Canadian Journal of Educators of the Deaf and Hard of Hearing, 5(1), 3-4.
Cannon, J.E. (2014). Validation study of a new test of English grammar comprehension designed for students who are Deaf and Hard of Hearing. The Canadian Journal of Educators of the Deaf and Hard of Hearing, 4(2), 11-15.
Cannon, J.E. & Jamieson, J. (2014). Program in Education of the Deaf and Hard of Hearing: Some Updates from UBC. The Canadian Journal of Educators of the Deaf and Hard of Hearing, 4(2), 22-23.
Cannon, J.E. (2013). Literacy strategies for deaf and hard of hearing students – A survey study of current practices in British Columbia.The Canadian Journal of Educators of the Deaf and Hard of Hearing, 4(1), 12-16.
Cannon, J.E., & Kirby, S. (2013). Grammar structures and deaf and hard of hearing students: A review of past performance and a report of new findings. American Annals of the Deaf, 158(3), 292-310.
Cannon, J.E., Swozsowski, N.C., Gallagher, P., & Easterbrooks, S.R. (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 Professional, Spring-Summer 2012.
Cannon, J.E. & Guardino, C. (2012). Literacy Strategies for Deaf/Hard of Hearing ELLs: Where do we Begin? Deafness and Education International, 14(2), 78-99. doi: 10.1179/1557069X12Y.0000000006
Tinker-Sachs, G., Fisher, T., & Cannon, J.E. (2011). Collaboration, Mentoring and Co-Teaching Models in Teacher Education. The Journal of Teacher Education for Sustainability, 13 (2), 70-86. doi:10.2478/v10099-011-0015-z
Cannon, J.E., Easterbrooks, S.R., Gagne, P., & Alvarez-Beal, J. (2011). Improving DHH Students’ Grammar through an Individualized Software Program. Journal of Deaf Studies and Deaf Education. 16 (4), 437-457) doi: 10.1093/deafed/enr023
Cannon, J.E., Fredrick, L.D., & Easterbrooks, S.R. (2010). Vocabulary acquisition through books in American Sign Language. Communication Disorders Quarterly, 31, 98-112. doi:10.1177/1525740109332832
Research Funding Sources and Current Projects
2018-2021 SSHRC Partnership Development Grant: Assessment for Effective Intervention in Written Expression for Students with Learning Disabilities
This project isa collaboration with Dr. Sterett Mercer (Primary Investigator) in partnership with Learning Disabilities Association of Vancouver (LDAV). This project will develop effective interventions to improve writing skills; determine whether computer scoring of student writing samples can help teachers provide effective and efficient feedback to students with writing challenges; and develop methods to evaluate writing progress to ensure that all struggling students are improving. We will collaborate with the Self-Regulated Strategy Development (SRSD) Online team, an international non-profit that provides low-cost, online professional development in evidence-based writing intervention.
2014-2017 SSHRC Insight Grant: Grammar Acquisition for Deaf and Hard of Hearing Students: Investigating an Evidence-Based Intervention and Assessment
The purpose of this project was to advance our knowledge about particular assessments and software-based interventions in order to increase language and literacy skills for students who are d/Deaf or hard of hearing. Specifically this study investigated the ability of a grammar software program to increase literacy skills, the ability of a new test to capture changes in the comprehension of written grammar, and the role of vocabulary in grammar comprehension for students who are d/Deaf or hard of hearing.
This project has been developed by my DHH Links to Literacy Research Lab team, which includes Dr. Anita Hubley, Nancy Norman, Alayna Finley, Julia O’Loughlin, Lauren Phelan, and Bryan Weber.Follow us on Twitter: https://twitter.com/DHHLab.
2016 Faculty of Education HSS Seed Grant: Early Literacy Intervention Design for Struggling Readers with Community Partnership Support
This project is a collaboration with Dr. Sterett Mercer (Primary Investigator) and will work toward developing, evaluating, and disseminating an early literacy intervention for grade 1-3 students who have learning difficulties or disabilities. In partnership with Learning Disabilities Association of Vancouver (LDAV). This study will review effective early literacy intervention strategies; determine necessary intervention components; collect and assemble intervention materials; and meet with possible partnership collaborators. Although effective early literacy intervention programs are available, this project will differ by: (a) involving key community partners in program development, (b) evaluating program effectiveness with greater Vancouver area students, and (c) explicitly focusing on knowledge mobilization in lower mainland communities (e.g., partnering with key community agencies and providing developed materials at no or minimal cost).
2014 Research Infrastructure Support Services Program: Deafness & Diversity: Theory, Research, and Practice: Editorship of a Special Issue
The purpose of this Special Issue is to discuss different theories/models, research, and practices concerning children and adolescents who are d/Deaf or hard of hearing and Diverse. Diversity encompasses those children and adolescents who have a disability (e.g. learning disability, autism, ADHD, etc.) and also includes children who come from homes where their parents speak a language other than English (typically recent immigrants). This is the fastest growing population in our field and since research is minimal this topic needs to be highlighted in a scholarly manner, which we hope to accomplish through this special issue.
2013 Faculty of Education HSS Research Dissemination Special Competition Grant: Comprehension of Written Grammar: Administration of Assessment
The project included funding for a graduate research assistant to attend and present with me at the Association of College Educators of the Deaf and Hard of Hearing conference at Gallaudet University in Washington DC, complete the manuscript of phase 2 results from the SSHRC Insight Development Grant, and complete a publication prospectus for the CWG.
2011-2013 SSHRC Insight Development Grant: Comprehension of Written Grammar – CWG:
Validating an Assessment for Students who are Deaf and Hard of Hearing
The focus of this study was to determine the construct validity, content validity, and reliability of the Comprehension of Written Grammar (CWG; Easterbrooks, 2010) test, which assesses 26 grammar structures. Participants included 98 students from a variety of settings and results indicate the CWG is a promising, emerging grammar assessment for students who are Deaf and Hard of Hearing.
2011 Faculty of Education HSS Seed Grant: A Survey of Literacy Strategies in Deaf Education – Are We Using Evidence-Based Practices?
This study identified strategies that practitioners use to teach students who are d/Deaf or hard of hearing literacy skills. These strategies were categorized and examined to determine whether they are evidence-based and which require further research with this population.
EPSE317Development and Exceptionality in the Regular Classroom
EPSE512Critical Issues in Special Education
EPSE519Development of English Language Skills of Students who are Deaf and Hard of Hearing
EPSE520Curriculum Development in the Education of Deaf and Hard of Hearing Students
EPSE522Designing English Language Programs for Deaf and Hard of Hearing Students