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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 35 1 Language and Reading Progress of Young Deaf and Hard-of-Hearing Children. Antia, Shirin D; Lederberg, Amy R; Easterbrooks, Susan... In: Journal of deaf studies and deaf education, vol 25, iss 3 (2020) BASE Show details 2 Current Research in Pragmatic Language Use Among Deaf and Hard of Hearing Children Garberoglio, Carrie Lou; Paul, Rhea; Caselli, Naomi; Paatsch, Louise; Goldin-Meadow, Susan; Lederberg, Amy In: Communication Disorders Faculty Publications (2020) Abstract: In this article, we provide a narrative review of research literature on the development of pragmatic skills and the social uses of language in children and adolescents, with a focus on those who are deaf and hard of hearing (DHH). In the review, we consider how pragmatic skills may develop over time for DHH children and adolescents depending on age, language context, amplification devices, and languages and communication modalities. The implications of these findings for enhancing intervention programs for DHH children and adolescents and for considering ideal contexts for optimizing the pragmatic development of DHH children are considered. Abbreviations:CI —cochlear implantDHH —deaf and hard of hearing Many deaf and hard of hearing (DHH)* children and adolescents are at risk for limited access to language during the early years of life because of restricted auditory access to spoken language and a lack of signed language models. Language deprivation has significant consequences for children’s and adolescents’ cognitive, academic, and socio-emotional well-being.1 Although formal language skills, such as vocabulary and syntax, are important, perhaps the most critical linguistic competence is the ability to use language as a means of connecting and engaging with others, known as pragmatics. Pragmatic rules are socially constructed, culturally- and context-dependent norms for using language to engage with others.2 Pragmatics play a central role in an individual’s ability to take part in all social settings, including home, preschool, and school, as well as the larger community, and involves skills that guide our choice of language forms, topics, and functions. In working to understand the challenges faced by DHH children in communicating with others, it is important for pediatricians and other health care providers to attend to children’s ability to use language meaningfully for engaging in social relationships, beyond their ability to produce words and sentences. Difficulties in pragmatic use of language will impact the child’s ability to participate in many community and social activities, form friendships, and find meaningful work. It is critical for pediatric health care providers to be sensitive to these less obvious communication skills when interacting with DHH children and adolescents in their care and to support the development of these pragmatic skills to enable full participation of DHH children and adolescents within communities. Keyword: Adolescents; Communication Sciences and Disorders; Communication skills; Deaf children; Hard of hearing children; Pragmatic language development URL: https://digitalcommons.sacredheart.edu/speech_fac/161 https://pediatrics.aappublications.org/content/146/Supplement_3/S237.full BASE Hide details 3 Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young... In: Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R; et al.(2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education. doi:10.1093/deafed/enz011. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/61j2f2tx (2019) BASE Show details 4 Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young... In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019) BASE Show details 5 Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald... In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019) BASE Show details 6 Exploring Morphology, Morphological Awareness, Phonological Awareness & Reading in Children who are Hard-of-Hearing ... Squires, Bonita; Bird, Elizabeth Kay-Raining; Lederberg, Amy. - : Unpublished, 2018 BASE Show details 7 Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee. - : Oxford University Press, 2015 BASE Show details 8 Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children Lederberg, Amy R.; Miller, Elizabeth M.; Easterbrooks, Susan R.. - : Oxford University Press, 2014 BASE Show details 9 Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children Miller, Elizabeth M.; Lederberg, Amy R.; Easterbrooks, Susan R.. - : Oxford University Press, 2013 BASE Show details 10 Phonological Awareness: Explicit Instruction for Young Deaf and Hard-of-Hearing Children Miller, Elizabeth M.; Lederberg, Amy R.; Easterbrooks, Susan R.. - : Oxford University Press, 2013 BASE Show details 11 Assessing Aspects of Creativity in Deaf and Hearing High School Students Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.. - : Oxford University Press, 2013 BASE Show details 12 Grapheme-Phoneme Acquisition of Deaf Preschoolers Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.. - : Oxford University Press, 2012 BASE Show details 13 Assessing Aspects of Creativity in Deaf and Hearing High School Students Stanzione, Christopher M.; Perez, Susan M.; Lederberg, Amy R.. - : Oxford University Press, 2012 BASE Show details 14 Grapheme-Phoneme Acquisition of Deaf Preschoolers Beal-Alvarez, Jennifer S.; Lederberg, Amy R.; Easterbrooks, Susan R.. - : Oxford University Press, 2011 BASE Show details 15 Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf Lederberg, Amy R.; Connor, Carol McDonald; Easterbrooks, Susan R. In: American annals of the deaf. - Washington, DC : Gallaudet Univ. Press 155 (2010) 4, 467-480 BLLDB OLC Linguistik Show details 16 Maternal input and lexical development: the case of deaf pre-schoolers Farran, Lama K.; Jackson, Lori A.; Lederberg, Amy R. In: International journal of language & communication disorders. - Oxford : Wiley-Blackwell 44 (2009) 2, 145-163 BLLDB OLC Linguistik Show details 17 Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality Lederberg, Amy R.; Spencer, Patricia E.. - : Oxford University Press, 2009 BASE Show details 18 The Development of the Ability to Recognize the Meaning of Iconic Signs Tolar, Tammy D; Lederberg, Amy R; Gokhale, Sonali... In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 13 (2008) 2, 225-240 OLC Linguistik Show details 19 Word-Learning Abilities in Deaf and Hard-of-Hearing Preschoolers: Effect of Lexicon Size and Language Modality Lederberg, Amy R.; Spencer, Patricia E.. - : Oxford University Press, 2008 BASE Show details 20 The Development of the Ability to Recognize the Meaning of Iconic Signs Tolar, Tammy D.; Lederberg, Amy R.; Gokhale, Sonali. - : Oxford University Press, 2008 BASE Show details Page: 1 2

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