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Hits 1 – 20 of 77
1
Language abilities and language growth in children with hearing loss
Ching, Teresa Y. C.
;
Cupples, Linda
;
Zhang, Vicky W.
In:
International handbook of language acquisition
(London, 2019), p. 387-403
MPI für Psycholinguistik
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2
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
BASE
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3
Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
Gokula, Rakshita
;
Sharma, Mridula
;
Cupples, Linda
. - : Frontiers Media S.A., 2019
BASE
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4
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
BASE
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5
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
BASE
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6
Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
Law, Caroline
;
Cupples, Linda
. - : Routledge, 2017
BASE
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7
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
BASE
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8
Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
Cupples, Linda
;
Ching, Teresa YC
;
Button, Laura
. - 2017
BASE
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9
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
BASE
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10
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
BASE
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11
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
BASE
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12
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
BASE
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13
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
BASE
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14
Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
Ching, Teresa Y.C.
;
Cupples, Linda
. - 2015
BASE
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15
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
BASE
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16
Phonological awareness and early reading skills in children with cochlear implants
Ching, Teresa Y. C
;
Day, Julia
;
Cupples, Linda
. - : Maney Publishing, 2014
BASE
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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
BASE
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18
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
BASE
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19
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
;
Day, Julia
;
Seeto, Mark
. - 2014
Abstract:
This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 5-year-old children with prelingual hearing losses ranging from mild to profound who communicated primarily using spoken language. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). They completed standardized assessments of PA, receptive vocabulary, letter knowledge, word and non-word reading, passage comprehension, math reasoning, and nonverbal cognitive ability. Multiple regressions revealed that PA (assessed using judgments of similarity based on words’ initial or final sounds) made a significant, independent contribution to children’s early reading ability (for both letters and words/non-words) after controlling for variation in receptive vocabulary, nonverbal cognitive ability, and a range of demographic variables (including gender, degree of hearing loss, communication mode, type of sensory device, age at fitting of sensory devices, and level of maternal education). Importantly, the relationship between PA and reading was specific to reading and did not generalize to another academic ability, math reasoning. Additional multiple regressions showed that letter knowledge (names or sounds) was superior in children whose mothers had undertaken post-secondary education, and that better receptive vocabulary was associated with less severe hearing loss, use of a cochlear implant, and earlier age at implant switch-on. Earlier fitting of hearing aids or cochlear implants was not, however, significantly associated with better PA or reading outcomes in this cohort of children, most of whom were fitted with sensory devices before 3 years of age.
Keyword:
Article
URL:
https://doi.org/10.1002/rrq.60
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3929591
http://www.ncbi.nlm.nih.gov/pubmed/24563553
BASE
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20
Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
Cupples, Linda
;
Ching, Teresa Y. C.
;
Crowe, Kathryn
...
In:
Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press
19 (2013) 1, 20
OLC Linguistik
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