How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?
Author:
Affiliation:
1. Department of Communication Disorders, Texas State University, San Marcos, TX, USA
Funder
Texas State University
Publisher
Informa UK Limited
Subject
Speech and Hearing,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/14643154.2017.1392768
Reference43 articles.
1. It Takes Two to be Literate: Literacy Interactions Between Parent & Child
2. Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure
3. Reading to Deaf Children Who Sign: A Response to Williams (2012) and Suggestions for Future Research
4. “Down the Language Rabbit Hole with Alice”: A Case Study of a Deaf Girl with a Cochlear Implant
5. How Do Deaf Children Learn About Prereading?
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1. Examination of Illustrated Early Childhood Books in Terms of Some Variables Based on School Type;Milli Eğitim Dergisi;2023-02-10
2. Storybook selection criteria used by teachers of d/Deaf and hard-of-hearing prereaders communicating in English;Deafness & Education International;2019-02-06
3. How do communication modes of d/Deaf and hard-of-hearing prereaders influence the amount of storybook text teachers report reading during read alouds?;Deafness & Education International;2018-06-14
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