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Heather Hayes, PhD
Program in Audiology and Communication Sciences
Washington University School of Medicine
Campus Box 8042
600 S. Euclid Ave.
St. Louis, MO 63110

Phone: (314) 747-0109
Fax: (314) 747-0105
Email: hhayes@wustl.edu

Our Faculty

Heather Hayes, PhD

Current Position:
Director of Deaf Education Studies, Program in Audiology and Communication Sciences
Associate Professor, Department in Otolaryngology
Associate Professor, Program in Audiology and Communication Sciences (joint)

Education
  • BA, Art History, Emory University, 1995
  • MED, Education of the Deaf, Smith College, 1998
  • PhD, Psychology, Washington University in St. Louis, 2009
Research Interests:

Language and literacy development in children with cochlear implants


Publications:

Hayes, H., Treiman, R., & Geers, A. E. (2014). Spelling in deaf children with cochlear implants: Implications for instruction. In B. Arfé, J. Dockrell, & V. Berninger (Eds.) Writing development and instruction in children with hearing, speech, and oral language difficulties. New York, NY: Oxford University Press.

Hayes, H., Kessler, B., & Treiman, R. (2011). Spelling of deaf children who use cochlear implants. Scientific Studies of Reading. doi: 10.1080/10888438.2010.528480

Geers, A., & Hayes, H. (2011). Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32, 49S-59S.

Hayes, H. (2010). A distinctive program: Deaf education studies at the Program in Audiology and Communication Sciences (PACS) at Washington University School of Medicine. Volta Review, 110, 271-278.

Geers, A.E., Moog, J.S., Biedenstein, J., Brenner, C., & Hayes, H. (2009). Spoken language scores of children using cochlear implants compared to hearing age-mates at school entry. Journal of Deaf Studies and Deaf Education, 14, 371-385.

Hayes, H., Geers, A.E., Treiman, R., & Moog, J.S. (2009). Receptive vocabulary development in deaf children with cochlear implants: Achievement in an intensive auditory-oral educational setting. Ear and Hearing, 30, 128-135.

Hayes, H., Treiman, R., & Kessler, B. (2006). Children use vowels to help them spell consonants. Journal of Experimental Child Psychology, 94, 27-42.

Hayes, H., Kessler, B., & Treiman, R. (2005). English spelling: Making sense of a seemingly chaotic writing system. The International Dyslexia Association Perspectives, 31 (3), 8-10.

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