Peter Paul

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 d/Deaf and hard of hearing students, especially in general education settings.

Paul has published extensively on English language and literacy development for individuals who are deaf and hard of hearing and has more than 260 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), the Richard and Laura Kretschmer National Leadership Award in Hearing Impairment (2010; Ohio School Speech Pathology Educational Audiology Coalition [OSSPEAC]), and EHE’’s Faculty Impact Award (2022)  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

• Literacy
  • Literate thought
  • Reading comprehension
  • Vocabulary acquisition and development
• Special Education
  • Education of d/Deaf and hard of hearing students

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.

Books

• Paul, P. V.  (2019).  The development of reading in d/Deaf and hard of hearing students.  Riyadh, Saudi Arabia:  King Abdullah Bin Abdulaziz International Center for the Arabic Language.  (Monograph published in Arabic)
• 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.

Edited Books

• Cannon, J. E., Guardino, C., & Paul, P. V.  (Eds.).  (2022).  Deaf and hard of hearing multilingual learners.  Routledge.  
• Guardino, C., Cannon, J. E.,  & Paul, P. V.  (Eds.).  (2022).  Deaf and hard of hearing learners with disabilities: Foundations, strategies, and resources. Routledge.  
• Paul, P. V.  (Ed.).  (2020).  The education of d/Deaf and hard students: Perspectives on language and literacy.  Education Sciences. 
• De Clerck, G., & Paul, P. V.  (Eds.).  (2016).  Sign language, equal opportunities, and sustainable development. Gallaudet University Press.
• Paul, P. V., & Moores, D. (Eds.). (2012). Deaf epistemologies: Multiple perspectives on the acquisition of knowledge. Gallaudet University Press.

Refereed Journal Articles

• Paul, P. V.  (2022).  Literate thought: A commentary.  Human Research in Rehabilitation, 12(2), 108-113.
• Albalhareth, A., Paul, P. V., & Alasmari, A.  (2022).  Teachers’ perceptions of metacognitive strategies and assessments used with d/Deaf and hard of hearing students.  Human Research in Rehabilitation, 12(1), 5-21. 
• Yan, P., & Paul, P. V.  (2021).  Metacognition and English reading-related outcomes for d/Deaf and hard of hearing students:  A narrative review.  Human Research in Rehabilitation, 11(2), 88-106.
• Paul, P. V. (2021). The qualitative similarity hypothesis:  A commentary.  Human Research in Rehabilitation, 11(2), 56-61.
• Alqraini, F., & Paul, P. V.  (2020).  The effects of a vocabulary intervention on teaching multiple-meaning words.   Journal of Deaf Studies and Deaf Education, 1-21. Doi: 10.1093/deafed/enaa015
• Miyauchi, H., & Paul, P. V.  (2020).  Perceptions of students with visual impairment on inclusive education: A narrative meta-analysis.  Human Research in Rehabilitation, 10(2), 4-25.  
• 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.