People
Dr. Thomas Allen
Retired: Co-Principal Investigator, VL2; Full Professor and Program Director, PEN; Principal Investigator, EL2
Dr. Thomas Allen co-founded the PEN program and up until his December 2020 retirement had served as Program Director and Professor.
He was the NSF-Gallaudet University Science of Learning Center on Visual Language and Visual Learning (VL2) Center Co-Principal Investigator, and also directed the Early Education Literacy Lab (EL2), a national resource hub within VL2 that focuses on research among young deaf children conducted in authentic settings.
Prior to his roles with PEN and VL2, Dr. Allen served as Dean of the Graduate School at Gallaudet, where he implemented Ph.D. programs in Linguistics and Audiology, an Au.D. professional doctorate in Audiology, a Masters of Arts in Teaching that focuses on preparing teachers to work in bilingual ASL-English environments, a Master of Arts degree in International Development, and a Master of Arts degree in Deaf Studies.
Prior to becoming Dean, Dr. Allen was the Director of the Gallaudet Research Institute, where he conducted or supervised many large-scale statistical studies of the deaf population in the United States. These included an annual survey of deaf and hard of hearing children and youth and two national efforts to develop norms for standardized achievement tests for the population of deaf and hard of hearing students. He designed and conducted studies of national patterns of classroom communication strategies for deaf and hard of hearing students, and a longitudinal study of school to work transition for students who are deaf.
Dr. Allen held a faculty appointment in the Gallaudet Department of Education, where he taught courses in statistics and research design.
- A Psychometric Study Of The ASL Receptive Skills Test When Administered To Deaf 3-, 4-, And 5-year Old Children
Allen, T. E. & Enns, C. J. (2013). A Psychometric study of the ASL Receptive Skills Test when administered to deaf 3-, 4-, and 5-year old children. Sign Language Studies 14(1), 58-79. - ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-aged Deaf Children
Allen, T.E. (2015). ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-aged Deaf Children. Sign Language Studies, 15 (3), 233-265. - Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors
Morere, D.A. & Allen, T.E., Editors (2012). Assessing Literacy in Deaf Individuals: Neurocognitive Measurement and Predictors. New York: Springer. - Atypical sign language development: A case study of challenges with visual perspective-taking
Quinto-Pozos, D., Singleton, J. L., Hauser, P. C., Levine, S. L., Garberoglio, C. L., & Hou, L. (2013). Atypical sign language development: A case study of challenges with visual perspective-taking. Cognitive Neuropsychology, 30, 332-359. - Current Advances in ASL Assessment
Allen, T. E. (Ed.). (in press). Current Advances in ASL Assessment [Special issue]. Sign Language Studies. - Deaf Students and Their Classroom Communication: An Evaluation of Higher Order Categorical Interactions Among School and Background Characteristics
Allen, T.E., & Anderson, M. L. (2010). Deaf students and their classroom communication: An evaluation of higher-order categorical interactions among school and background characteristics. Journal of Deaf Studies and Deaf Education, 15(4), 334-337. - Early Visual Language Exposure And Emergent Literacy In Preschool Deaf Children
Allen, T. E., Letteri, A., Choi, S. H., & Dang, D. (2014). Early visual language exposure and emergent literacy in preschool deaf children: Findings from a national longitudinal study. American Annals of the Deaf, 159(4), 346-358. - Early visual language exposure and emergent literacy in preschool deaf children: Findings from a national longitudinal study.
Allen, T., Letteri, A., Choi, S.H., Dang, D., (2015). Early visual language exposure and emergent literacy in preschool deaf children: Findings from a national longitudinal study. American Annals of the Deaf, 159, 346-358. - Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home
Allen, T. E., & Morere, D. A. (2020). Early visual language skills affect the trajectory of literacy gains over a three-year period of time for preschool aged deaf children who experience signing in the home. PloS one, 15(2), e0229591. - Exploring Hispanic parents’ beliefs and attitudes about deaf education
Rodriguez, Y. S., & Allen, T. E. (2018). Exploring Hispanic parents’ beliefs and attitudes about deaf education. Journal of Latinos and Education, 1-11. - Fingerspelling as a Gateway into Reading Fluency in Deaf Bilinguals
Stone, A., Kartheiser, G., Hauser, P.C., Petitto, L.A., & Allen, T.E., (2015). Fingerspelling as a Gateway into Reading Fluency in Deaf Bilinguals. PLoS ONE 10(10):e0139610. - Identifying language delays among signing deaf children (Research Brief #12)
Winthrop, D., Jaeger, M., Allen, T., Morere, D., & Miller, C. (2019). Identifying language delays among signing deaf children (Research Brief #12). Washington, D.C.: Science of Learning Center on Visual Language and Visual Learning (VL2). - Issues and trends in sign language assessment. In D. Morere & T. Allen (Eds.)
Paludnevicience, R., Hauser, P. C., Daggett, D., & Kurz, K. B. (2012). Issues and trends in sign language assessment. In D. Morere & T. Allen (Eds.), Measuring literacy and its neurocognitive predictors among deaf individuals: An assessment toolkit. New York: Springer. - Measures of expressive language, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 141-157
Morere, D.A. , Witkin, G. & Murphy, L. (2012). Measures of expressive language, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 141-157. New York: Springer. - Measures of general cognitive functioning. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 39-58
Morere, D.A., Goodman, E., Hanumantha, S. & Allen, T.E. (2012). Measures of general cognitive functioning. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 39-58. New York: Springer. - Measures of memory and learning, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 75-104
Morere, D.A. (2012). Measures of memory and learning, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 75-104. New York: Springer. - Measures of reading achievement, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 107-126
Morere, D.A. (2012). Measures of reading achievement, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 107-126. New York: Springer. - Measures of receptive language, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 159-178
Morere, D.A. & Koo, D.S. (2012). Measures of receptive language, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 159-178. New York: Springer. - Measures of visuospatial ability. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 59-73
Morere, D.A., Hall, W. & Allen, T.E. (2012). Measures of visuospatial ability. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 59-73. New York: Springer. - Measures of writing, math, and general academic knowledge, In In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 127-137
Morere, D.A. (2012). Measures of writing, math, and general academic knowledge, In In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 127-137. Springer. - Measuring visuospatial memory span in signers: Differences in the manual and computerized Corsi block tapping tests
Kartheiser, G., Stone, A., Petitto, L.A., & Allen, T. (January, 2016). Measuring visuospatial memory span in signers: Differences in the manual and computerized Corsi block tapping tests. 12th Theoretical Issues in Sign Language Research (TISLR), Melbourne, Australia. - Neuroanatomical Differences In Visual, Motor, And Language Cortices Between Congenitally Deaf Signers, Hearing Signers, And Hearing Non-signers
Allen, J.S., Emmorey, K., Bruss, J., & Damasio, H. (2013). Neuroanatomical differences in visual, motor, and language cortices between congenitally deaf signers, hearing signers, and hearing non-signers. Frontiers in Neuroanatomy, 7(26). - Ph.D. Program in Educational Neuroscience
Petitto, L.A., Allen, T.E. & Herzig, M. (2013). Ph.D. Program in Educational Neuroscience. http://sites.google.com/site/gallaudetedneuroscience. - Phonology and reading: A response to Wang, Trezek, Luckner, and Paul.
Allen, T.E., Clark, M.D., Del Guidice, A., Koo, D., Lieberman, A., Mayberry, R., & Miller, P. (2009). Phonology and reading: A response to Wang, Trezek, Luckner, and Paul. American Annals of the Deaf, 154(4), 338-345. - Psycholinguistics: Language and Cognition. In K. Allen (Ed.)
Traxler, M.J. (in press). Psycholinguistics: Language and Cognition. In K. Allen (Ed.), The Routledge Handbook of Linguistics. - Rapid Automatized Naming (RAN) Speed Does Not Predict Reading in Deaf Readers: Implications for Theoretical Accounts of RAN.
Andriola, D. & Allen, T.E. (2018, June). Rapid Automatized Naming (RAN) Speed Does Not Predict Reading in Deaf Readers: Implications for Theoretical Accounts of RAN. Paper presented at the Annual meeting of the Association for Psychological Science, San Francisco. - Rapid Automatized Naming Speed, Sign Language Skill, Phonological Awareness, and Early Reading in 5-year-old Deaf Children.
Andriola, D., Palatino, W., & Allen, T.E. (2018, March). Rapid Automatized Naming Speed, Sign Language Skill, Phonological Awareness, and Early Reading in 5-year-old Deaf Children. Paper presented at the Annual Meeting of Early Hearing Detection and Intervention, Denver. - The Beliefs and Attitudes about Deaf Education (BADE) Scale: A Tool for Accessing the Dispositions of Parents and Educators, Psychology, 4 (12), 1030-1038
Clark, D.M., Baker, S., Choi, S.H., & Allen, T.E., (2013). The Beliefs and Attitudes about Deaf Education (BADE) Scale: A Tool for Accessing the Dispositions of Parents and Educators, Psychology, 4 (12), 1030-1038. - The Deaf Community as a ‘Special Linguistic Demographic:’ Diversity Rather than Disability as a Framework for Conducting Research with Individuals who are Deaf. In E. Orfanidou, B. Woll, & G. Morgan (Eds)
Allen, T. E. (2015). The Deaf Community as a ‘Special Linguistic Demographic:’ Diversity Rather than Disability as a Framework for Conducting Research with Individuals who are Deaf. In E. Orfanidou, B. Woll, & G. Morgan (Eds). The Blackwell Guide to Research Methods in Sign Language Studies. Hoboken, NJ: John Wiley. - The Flemish Sign Language Diagnostic Instrument for Children up to Two Years Old: Adaptation of the ASL VCSL Checklist
Wille, B., Allen, T., Van Lierde, K., & Van Herreweghe, M. (2020). The Flemish Sign Language Diagnostic Instrument for Children up to Two Years Old: Adaptation of the ASL VCSL Checklist. American Annals of the Deaf, 165(3), 311-334. - The Visual Communication and Sign Language Checklist: Online [software]
Allen, T.E. & Fernandez, R (2017). The Visual Communication and Sign Language Checklist: Online [software]. - The VL2 Early Education Longitudinal Study: Rationale, methods and participant characteristics.
Allen, T., Morere, D., Clark, M.D., & Murphy, L. (2015). The VL2 Early Education Longitudinal Study: Rationale, methods and participant characteristics. Retrieved from website, http://vl2.gallaudet.edu/files/2914/1045/8608/EELS_Methods_Paper.pdf - The VL2 online assessment system: A tool for building assessment in a visual language (Software)
Allen, T., & Fernandez, R. (2019). The VL2 online assessment system: A tool for building assessment in a visual language (Software). Washington, D.C.: Science of Learning Center on Visual Language and Visual Learning (VL2). - The VL2 Toolkit Psychometric Study: Summary of procedures and description of sample characteristics. In D. A. Morere & T. E. Allen (Eds.)
Allen, T.E. & Morere. D.A. (2012). The VL2 Toolkit Psychometric Study: Summary of procedures and description of sample characteristics. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 21-36. New York: Springer. - The “Toolkit Project”: Introduction. In D. A. Morere & T. E. Allen (Eds.)
Halper, E., Allen, T. E. & Morere. D. A. (2012). The “Toolkit Project”: Introduction. In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 3-19. New York: Springer. - Underlying neurocognitive and achievement factors and their relationship to student background characteristics, In D. A. Morere & T. E. Allen (Eds.)
Allen, T.E. & Morere. D.A. (2012). Underlying neurocognitive and achievement factors and their relationship to student background characteristics, In D. A. Morere & T. E. Allen (Eds.). Assessing literacy in deaf individuals: neurocognitive measurement and predictors, pp. 231-262. New York: Springer. - Using the Adapted Flemish Sign Language Visual Communication and Sign Language Checklist
Wille, B., Allen, T., Van Lierde, K., & Van Herreweghe, M. (2020). Using the Adapted Flemish Sign Language Visual Communication and Sign Language Checklist. The Journal of Deaf Studies and Deaf Education, 25(2), 188-198. - VL2 Assessment Toolkit
Allen, T.E. (2013). VL2 Assessment Toolkit. http://sites.google.com/site/vl2toolkit2. - VL2 Research Volunteer Program
Allen, T.E. (2013). VL2 Research Volunteer Program. http://signupvl2.gallaudet.edu.