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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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Abstract:
To address the paucity of current research on the development of creativity in deaf students, and to extend existing research to adolescents, the present study investigated divergent thinking, a method of assessing creativity, in both deaf and hearing adolescents. We assessed divergent thinking in two domains, figural and verbal, while also adjusting the instructional method in written format, sign language, or spoken English. Deaf students’ performance was equal to, or more creative than, hearing students on the figural assessment of divergent thinking, but less creative on the verbal assessment. Additional studies should be conducted to determine whether this was an anomalous finding or one that might contribute to hypotheses yielding effective interventions.
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Keyword:
Empirical Manuscript
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URL: https://doi.org/10.1093/deafed/ens043 http://jdsde.oxfordjournals.org/cgi/content/short/18/2/228
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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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