Spelling in Children With Cochlear Implants: Evidence of Underlying Processing Differences
Author:
Affiliation:
1. The University of Queensland
2. Hear and Say
Publisher
Oxford University Press (OUP)
Subject
Speech and Hearing,Education
Link
http://academic.oup.com/jdsde/article-pdf/24/2/161/28086602/eny035.pdf
Reference50 articles.
1. Spelling without phonology: A study of deaf and hearing children;Aaron;Reading and Writing: An Interdisciplinary Journal,1998
2. Phonological awareness and print knowledge of preschool children with cochlear implants;Ambrose;Journal of Speech, Language, and Hearing Research,2012
3. What is orthographic knowledge?;Apel;Language, Speech, and Hearing Services in Schools,2011
4. Comparing the spelling and reading abilities of students with cochlear implants and students with typical hearing;Apel;Journal of Deaf Studies and Deaf Education,2015
5. The contribution of verbal working memory to deaf children’s oral and written production;Arfé;Journal of Deaf Studies and Deaf Education,2015
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1. Orthographic Learning in French-Speaking Deaf and Hard of Hearing Children;Journal of Speech, Language, and Hearing Research;2024-03-11
2. Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background;Frontiers in Psychology;2023-05-09
3. Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children;Cochlear Implants International;2022-08-25
4. Literacy development in children with cochlear implants: a narrative review;Australian Journal of Learning Difficulties;2022-01-02
5. Semantic processing in children with cochlear implants: Evidence from event-related potentials;Journal of Clinical and Experimental Neuropsychology;2019-03-28
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