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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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Abstract:
Children learning language efficiently process single words and activate semantic, phonological, and other features of words during recognition. We investigated lexical recognition in deaf children acquiring American Sign Language (ASL) to determine how perceiving language in the visual–spatial modality affects lexical recognition. Twenty native or early‐exposed signing deaf children (ages 4 to 8 years) participated in a visual world eye‐tracking study. Participants were presented with a single ASL sign, target picture, and three competitor pictures that varied in their phonological and semantic relationship to the target. Participants shifted gaze to the target picture shortly after sign offset. Participants showed robust evidence for activation of semantic but not phonological features of signs. However, in their behavioral responses, participants were most susceptible to phonological competitors. Results demonstrated that single word recognition in ASL is largely parallel to spoken language recognition among children who are developing a mature lexicon. ; Accepted manuscript
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Keyword:
American Sign Language; ASL; Curriculum and pedagogy; Deaf children; Eye-tracking; Language studies; Languages & linguistics; Lexical recognition; Linguistics
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URL: https://hdl.handle.net/2144/41467 https://doi.org/10.1111/lang.12409
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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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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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