Professor, Department of Educational Studies
Professor, Speech & Hearing
Program Area: Special Education
Peter V. Paul, PhD, is a professor in the Department of Educational Studies. One of his major responsibilities is teacher preparation for individuals interested in the education of deaf and hard of hearing students, especially in general education settings (MEd program in Hearing Impairment).
Paul has published extensively on English language and literacy development for individuals who are deaf and hard of hearing and has more than 200 publications. His current projects include research on the development of reading comprehension and literate thought, influenced by his major model - the Qualitative Similarity Hypothesis.
He is the current Editor of the American Annals of the Deaf (established in 1847), the oldest professional journal in the field of deafness. Dr. Paul has received the College of Education Senior Research Award (2000) and the Richard and Laura Kretschmer National Leadership Award in Hearing Impairment (2010; Ohio School Speech Pathology Educational Audiology Coalition [OSSPEAC]). He has conducted workshops and presentations on an international, national, state, and local level in the areas of English literacy, inclusion, and literate thought.
Dr. Paul has a bilateral, profound hearing impairment and wears two cochlear implants. Dr. Paul is the father of a son, Peter Benedict, who has Down syndrome and autism.
- PhD, Interdiciplinary Program in Hearing Impairment, University of Illinois at Urbana-Champaign, 1984
- MS, Deaf Education, University of South Florida, 1976
- BA, Elementary Education, University of South Florida, 1974
Federal-level Funded Proposals
- Paul, P. (2010-2015): Subcontracts with Salus University: Fellowship support for two doctoral students.
State-level Funded Proposals
- Paul, P. (2014-2015). Orientation & Mobility Preparation Program. Ohio Department of Education/School Study Council of Ohio. Funded for 6 years to date.
- Paul, P. (2012-2013). Teacher Preparation Program for Intervention Specialists, Education of the Visually Impaired. Ohio Department of Education/School Study Council of Ohio. Funded for 8 years to date.
- Paul, P. V., Wang, Y., & Williams, C. (2013). Deaf students and the qualitative similarity hypothesis: Understanding language and literacy development. Washington, DC: Gallaudet University Press
- Paul, P. V., & Wang, Y. (2012). Literate thought: Understanding comprehension and literacy. Sudbury, MA: Jones & Bartlett Learning.
- Paul, P. V., & Whitelaw, G. (2011). Hearing and deafness: An introduction for health and educational professionals. Sudbury, MA: Jones & Bartlett.
- Trezek, B., Wang, Y., & Paul, P. V. (2010). Reading and deafness: Theory, Research, and Practice. Clifton Park, NY: Delmar/Cengage Learning.
- Paul, P. V. (2009). Language and deafness (4th ed.). Sudbury, MA: Jones & Bartlett.
- Paul, P. V., & Moores, D. (Eds.). (2012). Deaf epistemologies: Multiple perspectives on the acquisition of knowledge. Washington, DC: Gallaudet University Press.
- Hancock, C., & Paul, P.V. (Eds.) (2005). Essays on the role and nature of research within the PhD program in education. Columbus, OH: The Ohio State University, College of Education. [Publication supported in part by a grant from the Carnegie Foundation for the Advancement of Teaching in relation to the Carnegie Initiative on the Doctorate].
Refereed Journal Articles
- Gardner, R., Cihon, T., Morrison, D., & Paul, P.V. (2013). Implementing visual phonics with hearing kindergarteners at risk for reading failure. Preventing School Failure: Alternative Education for Children and Youth, 57(1), 30-42.
- Wang, Y. & Paul, P.V. (2011). Integrating technology and reading instruction with children who are deaf or hard of hearing: The effectiveness of the Cornerstones Project. American Annals of the Deaf, 156(1), 56-68.
- Paul, P.V., & Lee, C. (2010). Qualitative-similarity hypothesis. American Annals of the Deaf, 154(5), 456-462.
- Wang, Y., Lee, C., & Paul, P.V. (2010). An understanding of the literacy levels of students who are deaf/hard-of-hearing in the United States, China, and South Korea. L1-Educational Studies in Language and Literature, 10(1), 87-98.
- Paul, P.V., Wang, Y., Trezek, B., & Luckner, J. (2009). Phonology is necessary, but not sufficient: A rejoinder. American Annals of the Deaf, 154(4), 346-356.