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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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Grapheme-Phoneme Acquisition of Deaf Preschoolers
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Abstract:
We examined acquisition of grapheme–phoneme correspondences by 4 deaf and hard-of-hearing preschoolers using instruction from a curriculum designed specifically for this population supplemented by Visual Phonics. Learning was documented through a multiple baseline across content design as well as descriptive analyses. Preschoolers who used sign language and had average to low-average receptive vocabulary skills and varied speech perception skills acquired all correspondences after instruction. They were also able to use that knowledge while reading words. On a posttest, the children were able to decode graphemes into corresponding phonemes and identified about half of the words that were included during instruction. However, they did not identify any novel words. Descriptive analyses suggest that the children used Visual Phonics as an effective mnemonic device to recall correspondences and that deaf and hard-of-hearing preschoolers, even those with no speech perception abilities, benefited from explicit instruction in the grapheme–phoneme relationship using multimodality support.
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Keyword:
Special Section on Literacy
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URL: https://doi.org/10.1093/deafed/enr030 http://jdsde.oxfordjournals.org/cgi/content/short/17/1/39
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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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