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Orthographic Learning in Children Who Are Deaf or Hard of Hearing
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Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
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Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
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Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
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Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
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Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
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Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
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Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
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Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
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Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
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Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
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Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
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Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
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Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
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Phonological awareness and early reading skills in children with cochlear implants
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Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
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Cupples, Linda; Ching, Teresa Y. C; Crowe, Kathryn; Seeto, Mark; Leigh, Greg; Street, Laura; Day, Julia; Marnane, Vivienne; Thomson, Jessica. - : Oxford University Press, 2014
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Abstract:
This research investigated the speech, language, and functional auditory outcomes of 119 3-year-old children with hearing loss and additional disabilities. Outcomes were evaluated using direct assessment and caregiver report. Multiple regressions revealed that type of additional disability and level of maternal education were significant predictors of language outcomes. Poorer outcomes were achieved in a combined group of children with autism, cerebral palsy, and/or developmental delay (DD) (Group A), compared with children with vision or speech output impairments, syndromes not entailing DD, or medical disorders (Group B). Better outcomes were associated with higher levels of maternal education. The association between better language outcomes and earlier cochlear implant switch-on approached significance. Further regression analyses were conducted separately for children with different types of additional disabilities. Level of maternal education was the only significant predictor of outcomes for Group A children, whereas degree of hearing loss was the strongest predictor for children in Group B. The findings highlight the variable impact that different types of additional disabilities can have on language development in children with hearing loss. ; 20 page(s)
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URL: http://hdl.handle.net/1959.14/326347
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Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
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Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
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