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1	Orthographic Learning in Children Who Are Deaf or Hard of Hearing
	Wass, Malin; Ching, Teresa Y. C.; Cupples, Linda. - : American Speech-Language-Hearing Association, 2019
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2	Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
	Gokula, Rakshita; Sharma, Mridula; Cupples, Linda; Valderrama, Joaquin T.. - : Frontiers Media S.A., 2019
	Abstract: OBJECTIVES: To document the auditory processing, visual attention, digit memory, phonological processing, and receptive language abilities of individual children with identified word reading difficulties. DESIGN: Twenty-five children with word reading difficulties and 28 control children with good word reading skills participated. All children were aged between 8 and 11 years, with normal hearing sensitivity and typical non-verbal intelligence. Both groups of children completed a test battery designed to assess their auditory processing, visual attention, digit memory, phonological processing, and receptive language. RESULTS: When compared to children who were good readers, children with word reading difficulties obtained significantly lower average scores on tests of auditory processing, including the frequency pattern test, gaps in noise, frequency discrimination, Dichotic Digit difference Test, and Listening in Spatialized Noise. The two groups did not differ on the discrimination measures of sinusoidal amplitude modulation or iterated rippled noise. The results from children with word reading difficulties showed that 5 children (20%) had comorbid deficits in auditory processing, visual attention, and backward digit memory; whereas 12 children (48%) had comorbid auditory processing and visual attention deficits only, and 2 children (8%) had comorbid deficits in auditory processing and digit memory; the remaining children had only auditory processing, visual attention, or digit memory deficits. CONCLUSION: The current study highlights the general co-existence of auditory processing, memory, and visual attention deficits in children with word reading difficulties. It is also noteworthy, however, that only one fifth of the current cohort had deficits across all measured tasks. Hence, our results also show the significant individual variability inherent in children with word reading difficulties.
	Keyword: Psychology
	URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6817942/ http://www.ncbi.nlm.nih.gov/pubmed/31695659 https://doi.org/10.3389/fpsyg.2019.02383
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3	Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
	Ching, Teresa Y. C.; Cupples, Linda; Marnane, Vivienne. - : Frontiers Media S.A., 2019
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4	Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
	Cupples, Linda; Ching, Teresa Y. C.; Button, Laura. - : Taylor & Francis, 2018
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5	Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
	Law, Caroline; Cupples, Linda. - : Routledge, 2017
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6	Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
	Ching, Teresa YC; Dillon, Harvey; Leigh, Greg. - 2017
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7	Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
	Cupples, Linda; Ching, Teresa YC; Button, Laura. - 2017
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8	Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
	Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C. - : Oxford University Press, 2016
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9	Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
	Cupples, Linda; Ching, Teresa Y.C.; Button, Laura. - 2016
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10	Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
	Gilliver, Megan; Cupples, Linda; Ching, Teresa Y. C.. - : Oxford University Press, 2016
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11	Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
	Ching, Teresa Y. C; Cupples, Linda. - : American Speech-Language-Hearing Association, 2015
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12	Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
	Leigh, Greg; Ching, Teresa Y. C; Crowe, Kathryn. - : Oxford University Press, 2015
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13	Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
	Ching, Teresa Y.C.; Cupples, Linda. - 2015
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14	Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
	Cupples, Linda; Ching, Teresa Y. C; Crowe, Kathryn. - : International Reading Association, 2014
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15	Phonological awareness and early reading skills in children with cochlear implants
	Ching, Teresa Y. C; Day, Julia; Cupples, Linda. - : Maney Publishing, 2014
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16	Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
	Cupples, Linda; Ching, Teresa Y. C; Crowe, Kathryn. - : Oxford University Press, 2014
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17	Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
	Cupples, Linda; Ching, Teresa Y. C.; Crowe, Kathryn. - : Oxford University Press, 2014
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18	Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
	Cupples, Linda; Ching, Teresa Y.C.; Crowe, Kathryn. - 2014
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19	Language choices in L2 English sentence production : why speakers could have used modal perfect but didn't
	Conroy, Mark A; Cupples, Linda. - : Walter de Gruyter, 2013
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20	Outcomes of early- and late-identified children at 3 years of age : findings from a prospective population-based study
	Ching, Teresa Y. C; Dillon, Harvey; Zhang, Vicky. - : Lippincott Williams & Wilkins, 2013
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