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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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Abstract:
Executive functioning (EF) is a multidimensional aspect of development that encompasses various mental skills. Children’s utilization of inhibition, in particular, has proven to be one of the most important determinants of academic success. How deafness in children impacts their EF abilities is a question that remains divisive within deaf studies. Some suggest that auditory deprivation is a direct cause of poor EF, while others posit reduced or insufficient language experience that deaf children live with harms their EF development. We sought to explore this question further with a participant sample from our larger SLaM (Study of Language and Math) project. A total of 88 participants consisting of deaf/hard-of-hearing (DHH) (n = 67) and typically hearing participants (n = 21) ages 3;1-7;6 were divided into separate language timing (Early vs. Later) and language modality (ASL vs. English) groups. Scores on a behavioral, non-standardized measure of EF (Opposites task) and a standardized parental report measure (BRIEF-P: Behavior Rating Inventory of Executive Function - Preschool) were compared separately across timing and modality groups. Additionally, potential relationships between these measurements of EF were explored. We found that earlier access to language positively impacts EF abilities on the BRIEF-P only. When language modality was considered alone, it had no apparent influence on EF abilities for either of the two tasks. Our results corroborate previous findings suggesting that behavioral non-standardized measures and standardized measures of EF do not significantly correlate with one another (Beer, Kronenberger, Castellanos, Colson, Henning, and Pisoni, 2014).
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Keyword:
American Sign Language; BRIEF-P; Deaf Children; Developmental Psychology; Executive Functioning; Inhibition; Language Deprivation; Language Modality; Linguistics; Opposites Task; Psycholinguistics and Neurolinguistics; Psychology; Social and Behavioral Sciences; Working Memory
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URL: https://opencommons.uconn.edu/srhonors_theses/759 https://opencommons.uconn.edu/cgi/viewcontent.cgi?article=1767&context=srhonors_theses
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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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