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Projet LogilecSur : quelles stratégies enseignantes pour guider des élèves sourds vers l'autonomie en compréhension écrite ?
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In: 4ème colloque international IDEKI Didactiques et métiers de l'humain ; https://hal.inria.fr/hal-03482203 ; 4ème colloque international IDEKI Didactiques et métiers de l'humain, Dec 2021, Pont-à-Mousson, France (2021)
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Predicting Quality of Life and Behavior and Emotion from Functional Auditory and Pragmatic Language Abilities in 9-Year-Old Deaf and Hard-of-Hearing Children
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In: Journal of Clinical Medicine ; Volume 10 ; Issue 22 (2021)
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The Case for Sign Bilingualism in Irish Deaf Education
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In: Teanga: The Journal of the Irish Association for Applied Linguistics , Vol 28 (2021) (2021)
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Lexical recognition in deaf children learning ASL: activation of semantic and phonological features of signs
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Adquisició del llenguatge i comprensió emocional en infants amb sordesa
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In: Llengua, societat i comunicació = Language, society and communication, 2021, núm. 18, p. 64-79 ; Articles publicats (D-PS) (2020)
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Comparing Behavioral and Parent-Report Measures of Executive Functioning in Deaf and Typically Hearing Children
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In: Honors Scholar Theses (2020)
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Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children
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In: Communication Disorders Faculty Publications (2020)
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Implementation of bilingual education of deaf children in the Slovenian school system
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Pavlič, Matic. - : University of Maribor, Department of Slavic Languages and Literatures, 2020
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Thematic collection: Research Data Nini Hoiting: Home Recordings ...
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Assessment of Language and Literacy in Children Who Are d/Deaf and Hard of Hearing
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In: Education Sciences ; Volume 9 ; Issue 3 (2019)
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Assessing pragmatic skills using checklists with children who are deaf and hard of hearing: a systematic review
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Abstract:
This paper investigates the use of checklists to assess pragmatics in children and adolescents who are deaf and hard of hearing. A systematic literature review was undertaken to identify all of the published research articles between 1979 and 2018 on the topic of the assessment of pragmatics for this population of children and adolescents. The 67 papers identified in this review were analyzed and all papers that utilized a checklist to assess pragmatic skills were identified. Across the 18 different published papers on the use of pragmatic skills among children who are deaf and hard of hearing, nine checklists were identified. These nine checklists were then compared and contrasted on six key features including identification of a theoretical framework or model; the type of pragmatic skills measured; the age range of the child assessed; the information/outputs generated; the primary informant for the assessment; and reliability, validity, and normative data. The resulting analysis provides a comprehensive guide to aid clinicians, educators, and researchers in selecting an appropriate checklist to assess pragmatic skills for children and adolescents who are deaf and hard of hearing.
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Keyword:
adolescents; assessment; checklists; children; communication; deaf and hard of hearing; language development; pragmatics
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URL: http://hdl.handle.net/10536/DRO/DU:30121031
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Developing Language and (Pre)literacySkills in Deaf Preschoolers through Shared Reading Activities with Bimodal-Bilingual eBooks
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In: Journal of Multilingual Education Research (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Emotion recognition skills in children with hearing loss: What is the role of language?
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In: Aguilar-Mediavilla, E.,Buil-Legaz, L., López-Penadés, R., Sanchez-Azanza, V.A., Adrover-Roig, D. (eds). (2019). Atypical Language Development in Romance Languages. Amsterdam/Philadelphia: John Benjamins Publishing Company, p 169-184 ; Llibres / Capítols de LLibre (D-PS) (2019)
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Experiences of Social Inclusion and Exclusion of Deaf Children
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In: Electronic Thesis and Dissertation Repository (2019)
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Barriers to implementing evidence-based assessment procedures: Perspectives from the front lines in pediatric speech-language pathology
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In: Communication Sciences and Disorders Publications (2019)
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Reading development in children with cochlear implants who communicate via spoken language: A psycholinguistic investigation
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Effects of Frequency of Early Intervention on Spoken Language and Literacy Levels of Children Who are Deaf or Hard of Hearing in Preschool and Elementary School
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In: Journal of Early Hearing Detection and Intervention (2019)
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Magic Mae
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1525191279688537 (2018)
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