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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children Marasinghe Arachchillage, Deepani KW. - : University of Alberta. Department of Educational Psychology., 2018 BASE Show details 2 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 3 Many roads to success: How high functioning adults with phonological difficulties achieve word reading success Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015 BASE Show details 4 Literacy and Linguistic Development in Bilingual Deaf Children: Implications of the “and” for Phonological Processing McQuarrie, Lynn. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 159 (2014) 4, 372-384 OLC Linguistik Show details 5 Bilingual deaf students' phonological awareness in ASL and reading skills in English McQuarrie, Lynn; Abbott, Marilyn In: Sign language studies. - Washington, DC : Gallaudet Univ. Press 14 (2013) 1, 80-100 BLLDB OLC Linguistik Show details 6 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 BASE Show details 7 Environmental, behavioural, and cognitive predictors of emergent literacy and reading skills Stephenson, Kathy. - : University of Alberta. Department of Educational Psychology., 2011 BASE Show details 8 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 9 An examination of parent-child dyadic interaction and the impact of a parent-training program designed to support the language development of toddlers diagnosed with autism spectrum disorder (ASD) Patterson, Stephanie Yoshiko. - : University of Alberta. Department of Educational Psychology., 2010 BASE Show details 10 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis Mcquarrie, Lynn; Parrila, Rauno In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 14 (2009) 2, 137-154 OLC Linguistik Show details 11 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2009 BASE Show details 12 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 BASE Show details 13 A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009 BASE Show details 14 Phonology and Deaf Readers : New Insights On An Old Debate McQuarrie, Lynn [Verfasser]. - Saarbrücken : VDM Verlag Dr. Müller, 2008 DNB Subject Category Language Show details 15 Phonological Representations in Deaf Children: Rethinking the "Functional Equivalence" Hypothesis McQuarrie, Lynn; Parrila, Rauno. - : Oxford University Press, 2008 Abstract: The sources of knowledge that individuals use to make similarity judgments between words are thought to tap underlying phonological representations. We examined the effects of perceptual similarity between stimuli on deaf childrens' ability to make judgments about the phonological similarity between words at 3 levels of linguistic structure (syllable, rhyme, and phoneme). Manipulation of stimulus contrasts (acoustic, visual/orthographic, tactile/motoric) allowed a finer-grained estimate of the sources of knowledge that deaf individuals use to make similarity judgments between words. The results showed that the ability to make syllable-, rhyme-, and phoneme-level judgments was not tied to “phonological” facilitation when these conditions are contrasted. These findings are inconsistent with long-held assumptions of “functional” equivalence between “heard” and “seen” speech in the development of phonological representations in deaf learners. We argue that previous studies reporting evidence for phonological effects in similarity judgments have failed to sufficiently control for alternative sources of sensory information, namely, visual and tactile/motoric. Keyword: Empirical Articles URL: http://jdsde.oxfordjournals.org/cgi/content/short/enn025v1 https://doi.org/10.1093/deafed/enn025 BASE Hide details 16 Deaf children's awareness of phonological structure: syllable, rhyme and phoneme ... McQuarrie, Lynn Maureen. - : University of Alberta Library, 2005 BASE Show details

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