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Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination
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Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic
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Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
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7 |
The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick
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“Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions
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Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model
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Enhancing conversations with English language learners in communication centers
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Physical education for language acquisition in middle school ELLs
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Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina
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Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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15 |
Operationalizing item difficulty modeling in a medical certification context
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16 |
Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education
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17 |
The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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Abstract:
The present study describes how deaf and hard-of-hearing (d/hh) children who primarily use listening/spoken English (oral d/hh) solve one-step arithmetic story problems. Past research examined the story problem-solving of hearing children (Carpenter et al., 2015) and d/hh children who used age-appropriate American Sign Language (signing d/hh; Ansell & Pagliaro, 2006; Pagliaro & Ansell, 2012). The present study, using descriptive and statistical analyses, examined overall findings regarding oral d/hh children’s story problem-solving, compared findings between oral d/hh children with age-appropriate and below-age-appropriate spoken English comprehension, and considered results concerning past research from general and deaf education. Overall, the oral d/hh children used the same types of strategies as both hearing and signing d/hh children, but oral d/hh children’s pattern of relative story problem difficulty was more similar to their signing d/hh peers than their hearing peers. Finally, this study found almost no significant differences between the one-step arithmetic story problem-solving of oral d/hh children with age-appropriate spoken English comprehension and with below-age-appropriate spoken English comprehension. The study concludes with limitations, implications for the classroom, and recommendations for future research.
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Keyword:
Deaf children $x Education (Elementary); Hearing impaired children $x Education (Elementary); Mathematics $x Study and teaching (Elementary); Word problems (Mathematics)
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URL: http://libres.uncg.edu/ir/uncg/f/Hallenbeck_uncg_0154D_13155.pdf
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18 |
They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia
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19 |
Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics
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20 |
Claiming a family brand identity: The role of website storytelling
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