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1	Projet LogilecSur : quelles stratégies enseignantes pour guider des élèves sourds vers l'autonomie en compréhension écrite ?
	Leitao, Manuel; Venti, Elodie; Sigiez, Thomas...
	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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2	Improving communication outcomes for children with hearing loss in their early years: tracking progress and guiding intervention
	Davis, Aleisha Claire. - : Sydney, Australia : Macquarie University, 2021
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3	Развитие речевого общения детей с нарушениями зрения ... : Development of Speech and Communication in Children with Visual Impairments ...
	Белянкина, Н.Ю.; Дорошенко, О.В.. - : Автономная некоммерческая организация высшего образования «Российский новый университет», 2020
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4	Facilitating language processing for children with hearing loss
	Holt, Rebecca Jane. - : Sydney, Australia : Macquarie University, 2020
	Abstract: Theoretical thesis. ; Bibliography: pages 191-193 ; Thesis abstract -- Declaration -- Acknowledgements -- Chapter 1 General introduction -- Chapter 2 Visual speech cues speed processing and reduce effort for children listening in quiet and noise -- Chapter 3 Audio-visual language processing among children with hearing loss: examining speed and effort -- Chapter 4 Children with hearing loss can predict during sentence processing -- Chapter 5 General discussion ; Many children with hearing loss can achieve functional language comprehension via the use of hearing aids and/or cochlear implants. However, even if these children can understand spoken language successfully, they may still struggle with some aspects of processing the speech signal. For example, adolescent cochlear implant users have been shown to process language more slowly than their peers with normal hearing, and children who use hearing aids may expend greater effort to process language than their normal hearing peers. Slow and effortful processing are associated with a range of poor outcomes, such as difficulties with social interaction, lower academic achievement, and increased incidence of stress and fatigue. This thesis therefore examined ways in which spoken language processing may be made faster and less effortful for children with hearing loss. We considered that both bottom-up and top-down information may be exploited for this purpose: The bottom-up information available to the listener may be enriched via the presentation of visual speech cues ( e.g., the speaker's facial movements) and top-down information may be enriched via informative semantic context, for example. Children with hearing loss may be able to use these cues to improve their processing speed and/or effort. Alternatively, they may be unable to make use of one or both of these sources of information due to the effects of auditory deprivation or degradation during language development. We also expected to observe considerable variability in the extent to which children with hearing loss benefited from these different types of information. Therefore, a secondary aim of the thesis was to attribute some of this variability to individual participant characteristics. The first two studies of the thesis addressed the influence of visual speech cues on processing speed and effort among children with normal hearing ( study one) and children The first two studies of the thesis addressed the influence of visual speech cues on processing speed and effort among children with normal hearing ( study one) and children with hearing loss (study two). We found that the addition of visual speech cues improved processing speed for both groups of children, but reduced effort only for children with normal hearing. The third study compared the use of semantically informative sentence contexts between children with hearing loss and their normal-hearing peers. Children with hearing loss were able to utilise contextual information to process sentences more rapidly and did not perform significantly differently to children with normal hearing. These results indicate that enrichment of both bottom-up and top-down information can facilitate language processing for children with hearing loss, particularly with respect to processing speed. This may lead to practical steps for facilitating effective communication for children with hearing loss and may inform future clinical and/or educational interventions. Furthermore, the findings of this thesis will contribute to our understanding of the use of bottom-up vs. top-down linguistic information in situations where listening is challenging. ; Mode of access: Internet. ; 1 online resource ( 193 pages)
	Keyword: audio-visual; Auditory perception in children; Children; Hearing impaired children; hearing loss; language processing; prediction; Word deafness in children
	URL: http://hdl.handle.net/1959.14/1284539
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5	The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
	Hallenbeck, Taylor; NC DOCKS at The University of North Carolina at Greensboro. - 2020
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6	Готовность младших школьников с нарушенным слухом к продуцированию связных высказываний ... : Ability of primary school students with impaired hearing to produce coherent statements ...
	Воложанинова Виктория Андреевна. - : Концепт, 2019
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7	Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken Language
	Arora, Sonia. - 2018
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8	Анализ проблемы изучения особенностей семантической стороны речи у слабослышащих дошкольников в сурдопедагогике ...
	Строгонова Татьяна Владимировна; Шорохова Мария Васильевна. - : Научно-методический электронный журнал «Концепт», 2018
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9	Quality and Quantity of Language Input and Its Relation to the Language Outcomes of Preschool Children With Hearing Loss Who Use Listening and Spoken Language ...
	Arora, Sonia. - : Columbia University, 2018
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10	Macrostructure and microstructure in narratives of Spanish/English bilingual children with and without language impairment (LI)
	Stansbury, Amber Jean. - 2018
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11	Exploring 'attitude' in information for parents of newly identified deaf and hard of hearing (D/HH) children in NSW: an Appraisal Analysis of two early intervention websites
	Kecman, Emily. - : Sydney, Australia : Macquarie University, 2017
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12	Library services and early literacy approaches in public libraries for deaf and hard of hearing children /
	Bushman, Bobbie. - : University of Missouri--Columbia, 2017
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13	Selected Code-Related and Language- Related Factors of Reading Comprehension for Deaf and Hard of Hearing Students
	Falk, Jodi Lara. - 2016
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14	Storytelling with a digital album that use an avatar as narrator ; Un album numérique pour raconter une histoire avec un avatar narrateur
	Piquard-Kipffer, Agnès
	In: XVIèmes rencontres internationales en orthophonie - Orthophonie et technologies innovantes ; https://hal.inria.fr/hal-01403204 ; XVIèmes rencontres internationales en orthophonie - Orthophonie et technologies innovantes, Dec 2016, PARIS, France (2016)
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15	Selected Code-Related and Language- Related Factors of Reading Comprehension for Deaf and Hard of Hearing Students ...
	Falk, Jodi Lara. - : Columbia University, 2016
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16	Visual Speech Perception in Children With Language Learning Impairments
	Knowland, VCP; Evans, S; Snell, C...
	In: JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH , 59 (1) pp. 1-14. (2016) (2016)
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17	Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one?
	Serniclaes, Willy; Collet, Gregory; Sprenger-Charolles, Liliane
	In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal-amu.archives-ouvertes.fr/hal-01219663 ; Frontiers in Psychology, Frontiers, 2015, 6 (190), ⟨10.3389/fpsyg.2015.00190⟩ (2015)
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18	Expressive and receptive language skills in preschool children from a socially disadvantaged area
	O'Shea, Aoife; Gibbon, Fiona E.; Ryan, Aisling. - : Taylor & Francis, 2015
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19	Gebärdensprache - Voraussetzung für das Miteinander?
	Pölzl, Anna Maria. - 2015
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20	Pragmatic language development in language impaired and typically developing children: incorrect answers in context
	Leinonen, Eeva K; Ryder, Nuala
	In: Faculty of Social Sciences - Papers (Archive) (2014)
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