Coordinator Education of the Deaf and Hard of Hearing in Special Education program
Library Block 291
Georgia State University, 2010, Ph.D.
Piedmont College, 2005, Ed.S.
University of Tennessee, 1997, M.S.
University of Tennessee, 1996, B.S.
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. I am interested in studying strategies aimed at elementary students who are struggling readers and may benefit from multifaceted academic and language supports.
Chair, Canadian Association of Educators of the Deaf and Hard of Hearing (CAEDHH) Certification Committee
Online, open access, research-based assessment is available free for parents and educators to evaluate a learner’s ability to read and understand 26 grammatical structures Easterbrooks, S. R. & Cannon, J. E. (2019). Comprehension of written grammar test
Outstanding Dissertation of the Year Award in Special Education, Georgia State University, 2010
Mercer, S. H., Cannon, J. E., Squires, B., Guo, Y., & Pinco, E. (2021). Accuracy of automated written expression curriculum-based measurement scoring. Canadian Journal of School Psychology, 1-14. https://doi.org/10.1177/0829573520987753
Cannon, J. E., Hubley, A., O’Loughlin, J., & Phelan, L. (2020). Comprehension of Written Grammar in Canada: Reading comprehension and English grammar knowledge across a diverse d/Deaf or hard of hearing population. In Q. Wang & J. Andrews (Eds.) Literacy and Deaf Education: Toward a Global Understanding. (pp. 134-152). Gallaudet University Press. http://gupress.gallaudet.edu/literacy-and-deaf-education.html
Cannon, J. E., Hubley, A., O’Loughlin, J., Phelan, L., Norman, N., & Finley, A. (2019). A technology-based intervention to increase reading comprehension of morphosyntax structures. Journal of Deaf Studies and Deaf Education, enz029, 1-14. doi: 10.1093/deafed/enz029
Davenport, C. A. & Watson, M. & Cannon, J. E. (2019). Single-Case Design research on early literacy skills of learners who are d/Deaf and hard of hearing. American Annals of the Deaf, 164(3), 363-380. Retrieved from Project MUSE database.
Guardino, C., Beal-Alvarez, J., Cannon, J. E., Voss, J., & Bergeron, J. (2018). Case studies in Deaf education: Inquiry, application, and resources. 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. 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.
Research Funding Sources and Current Projects
2020-2021 SSHRC Partnership Engage Grant:Understanding the Impact of COVID19 on Inclusive Education for Students in British Columbia’s Public Education (K-12) System
Along with my colleague, Dr. Jennifer Baumbusch, we are conducting a survey of educators and staff in the K-12 school system about the impact of the pandemic on inclusive education in the school community. More information is available at the Supporting Progressive Inclusive Child-Centred Education
2019-2020 SSHRC Explore Grant: Investigating interventions that increase social interaction for learners who are deaf or hard of hearing and experience autism spectrum disorder
Approximately 40% of students who are d/Deaf and hard of hearing (d/Dhh) have another disability(ies; Gallaudet Research Institute, 2013) and one in every 59 d/Dhh students is estimated to exhibit characteristics of Autism Spectrum Disorder (ASD; Szymanski, Brice, Lam, & Hotto, 2012). Students with these additional challenges may require specific approaches to promote social integration, although there is a dearth of research on evidence-based practices that can guide practitioners in promoting social and communicative interaction with peers. The research aims to examine whether reading Social Stories using American Sign Language vocabulary improves interactions between students who are d/Dhh with ASD and their typical hearing peers in inclusive settings. Three d/Dhh students with ASD, and their classmates in inclusive settings will be recruited to participate in this study. A Single Case Design methodology using a non-concurrent multiple baseline across participants will be used to assess the effects of the intervention.
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.
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.
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
EPSE598Field Experiences: Extended Practicum
EPSE426Classroom Inclusion of Students Who are d/Deaf or Hard of Hearing