Associate Professor
Education of the Deaf and Hard of Hearing Program
Office:
Scarfe Office Block 2322

Education:

Georgia State University, 2010, Ph.D.
Piedmont College, 2005, Ed.S.
University of Tennessee, 1997, M.S.
University of Tennessee, 1996, B.S.

Biography:

I joined the UBC Faculty of Education in 2010 after completing my Ph.D. under my advisor Dr. Susan Easterbrooks, with a focus on deaf and hard of hearing children’s language and literacy acquisition. Prior to this I was a Special Education teacher for 9 years in K-12 itinerant and resource settings in Atlanta, Georgia.

Scholarly Interests:

My areas of research include language and literacy acquisition of students who are d/Deaf and hard of hearing (DHH) and 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).

Community Engagement:

A resource for parents, teachers, and other professionals working with children who are deaf and hard of hearing and diverse: http://understandingdad.net/

Awards:

Outstanding Dissertation of the Year Award in Special Education, Georgia State University

Selected Publications:

Follow me on researchgate: https://www.researchgate.net/profile/Joanna_Cannon

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.

Easterbrooks, S., Cannon, J.E., & Trussell, J. (2016). Many languages, one goal: Interventions for language mastery by school-age Deaf and hard of hearing learners. In M. Marschark, V. Lampropoulou, & E. Skordilis (Eds.), Diversity in deaf education. New York, NY: Oxford University Press.https://global.oup.com/academic/product/diversity-in-deaf-education-9780190493073?cc=ca&lang=en&#

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

Beal-Alvarez, J., & Cannon, J.E. (2015). Captions, whiteboards, animation, and videos: Technology Improves Access. Odyssey Magazine, 16, 4-9.

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 22nd International 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

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).

2014-2017 SSHRC Insight Grant: Grammar Acquisition for Deaf and Hard of Hearing Students: Investigating an Evidence-Based Intervention and Assessment

The purpose of this project is to advance our knowledge about particular assessments and software-based interventions in order to increase language and literacy skills for students who are DHH. Specifically this study will investigate the ability of both a vocabulary and a grammar software program to increase these 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 DHH. 

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.

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 Deaf/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 Deaf and 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.

Courses Taught:

EPSE 317 Development and Exceptionality in the Regular Classroom
EPSE 512 Critical Issues in Special Education
EPSE 519 Development of English Language Skills of Students who are Deaf and Hard of Hearing
EPSE 520 Curriculum Development in the Education of Deaf and Hard of Hearing Students
EPSE 522 Designing English Language Programs for Deaf and Hard of Hearing Students