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Language and Reading Progress of Young Deaf and Hard-of-Hearing Children.
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In: Journal of deaf studies and deaf education, vol 25, iss 3 (2020)
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Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children
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In: Communication Disorders Faculty Publications (2020)
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Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
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In: Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R; et al.(2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education. doi:10.1093/deafed/enz011. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/61j2f2tx (2019)
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Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
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In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019)
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Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
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In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019)
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Exploring Morphology, Morphological Awareness, Phonological Awareness & Reading in Children who are Hard-of-Hearing ...
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Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children
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Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
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Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children
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Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children
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Assessing Aspects of Creativity in Deaf and Hearing High School Students
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Assessing Aspects of Creativity in Deaf and Hearing High School Students
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Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality
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Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality
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The Development of the Ability to Recognize the Meaning of Iconic Signs
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Abstract:
Early developmental psychologists viewed iconic representation as cognitively less complex than other forms of symbolic thought. It is therefore surprising that iconic signs are not acquired more easily than arbitrary signs by young language learners. One explanation is that children younger than 3 years have difficulty interpreting iconicity. The current study assessed hearing children's ability to interpret the meaning of iconic signs. Sixty-six 2.5- to 5-year-olds who had no previous exposure to signs were required to match iconic signs to pictures of referents. Whereas few of the 2.5-year-olds recognized the meaning of the iconic signs consistently, more than half of the 3.0-year-olds and most of 3.5-year-olds performed above chance. Thus, the ability to recognize the meaning of iconic signs gradually develops during the preschool years. Implications of these findings for sign language development, receptive signed vocabulary tests, and the development of the ability to interpret iconic symbols are discussed.
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Keyword:
Empirical Articles
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URL: https://doi.org/10.1093/deafed/enm045 http://jdsde.oxfordjournals.org/cgi/content/short/13/2/225
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