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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 Hits 1 – 6 of 6 1 Multiple dimensions underlying the functional organization of the language network Hodgson, Victoria J.; Lambon Ralph, Matthew A.; Jackson, Rebecca L. In: Neuroimage (2021) BASE Show details 2 Exploring distinct default mode and semantic networks using a systematic ICA approach Jackson, Rebecca L.; Cloutman, Lauren L.; Lambon Ralph, Matthew A.. - : Masson, 2019 BASE Show details 3 This is not a pipe : essays on man as the measurer of all things Jackson, Rebecca L.. - 2015 BASE Show details 4 The Nature and Neural Correlates of Semantic Association versus Conceptual Similarity Jackson, Rebecca L.; Hoffman, Paul; Pobric, Gorana. - : Oxford University Press, 2015 BASE Show details 5 The Montessori Method's Use of Seguin's Three-Period Lesson and Its Impact on the Book Choices and Word Learning of Students Who Are Deaf or Hard of Hearing Jackson, Rebecca L. W.. - 2011 BASE Show details 6 The Montessori Method's Use of Seguin's Three-Period Lesson and Its Impact on the Book Choices and Word Learning of Students Who Are Deaf or Hard of Hearing ... Jackson, Rebecca L. W.. - : Columbia University, 2011 Abstract: It has been well established in the literature that the acquisition of literacy presents a significant challenge for most students who are deaf or hard of hearing (Allen, 1986; Babbini & Quigley, 1970; Holt, 1993; Lane & Baker, 1974; Marschark, Lang, & Albertini, 2002; Moog & Geers, 1985; Traxler, 2000; Trybus & Karchmer, 1977). Vocabulary, which has been identified as one of the critical skills necessary for reading (NRP, 2000), is an area of language acquisition in which students with hearing loss demonstrate particular weakness (Davey & King, 1990; Gilbertson & Kamhi, 1995; LaSasso & Davey, 1987; Paul & Gustafson, 1991; Paul & O'Rourke, 1988). The Montessori Method uses Seguin's three-period lesson as a way to introduce new words to students. The individualization provided by the three-period lesson, as well as the simplicity of language and lack of feedback involved all hold potential benefit for students who are deaf or hard of hearing. While little research has ... Keyword: Early childhood education; Education; Special education URL: https://dx.doi.org/10.7916/d81n8735 https://academiccommons.columbia.edu/doi/10.7916/D81N8735 BASE Hide details

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