Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficulties-Reference-Cited by-同舟云学术

Considerations in the identification, assessment, and intervention process for deaf and hard of hearing students with reading difficulties

Published:2008-02 Issue:2 Volume:45 Page:104-120
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Gilbertson Donna,Ferre Scot

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Reference49 articles.

1. Exploring the Technical Adequacy of Curriculum-Based Measurement in Reading for Children Who Use Manually Coded English

2. Strategy Usage among Deaf and Hearing Readers

3. Examining the Incremental Benefits of Administering a Maze and Three Versus One Curriculum-Based Measurement Reading Probes When Conducting Universal Screening

4. , & (1998). Vocabulary acquisition: Instructional and curricular bases and implications. In & (Eds.), What reading research tells us about children with diverse learning needs: Bases and basics (pp. 219–238). Mahwah, NJ: Erlbaum.

5. College Teachers' Perceptions of English Language Characteristics that Identify English Language Learning Disabled Deaf Students

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1. Deaf and Hard of Hearing Students with Disabilities: An Evolving Landscape;Education Sciences;2023-07-21

2. Inclusion and Deaf and Hard of Hearing Students: Finding Asylum in the LRE;Education Sciences;2022-10-31

3. Chapter 4 Interventions for Students Who Are Deaf/Hard of Hearing;Viewpoints on Interventions for Learners with Disabilities;2018-05-03

4. Assessment of Students With Sensory Disabilities: Evidence-Based Practices;Assessment for Effective Intervention;2017-06-12

5. School Psychological Practice with Deaf and Hard-of-Hearing Students;Handbook of Australian School Psychology;2017