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Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes
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In: Languages; Volume 7; Issue 1; Pages: 51 (2022)
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| 2 |
DOI 10.1007/s11145-010-9237-z Depth of reading vocabulary in hearing and hearing-impaired children
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In: ftp://ftp.ncbi.nlm.nih.gov/pub/pmc/dc/34/Read_Writ_2011_Apr_9_24(4)_463-477.tar.gz (2010)
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Predictors of reading literacy for first and second language learners
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In: ftp://ftp.ncbi.nlm.nih.gov/pub/pmc/e0/92/Read_Writ_2011_Apr_13_24(4)_413-425.tar.gz (2010)
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DOI 10.1007/s11145-010-9232-4 Cognitive and linguistic factors in reading acquisition
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In: ftp://ftp.ncbi.nlm.nih.gov/pub/pmc/2f/68/Read_Writ_2011_Apr_13_24(4)_387-394.tar.gz (2010)
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| 5 |
Improvements in Spelling after QEEG-based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study
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In: ftp://ftp.ncbi.nlm.nih.gov/pub/pmc/bf/6f/Appl_Psychophysiol_Biofeedback_2010_Mar_27_35(1)_5-11.tar.gz (2009)
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Abstract:
Ó The Author(s) 2009. This article is published with open access at Springerlink.com Abstract Phonological theories of dyslexia assume a specific deficit in representation, storage and recall of phonemes. Various brain imaging techniques, including qEEG, point to the importance of a range of areas, predominantly the left hemispheric temporal areas. This study attempted to reduce reading and spelling deficits in children who are dyslexic by means of neurofeedback training based on neurophysiological differences between the participants and gender and age matched controls. Nineteen children were randomized into an experimental group receiving qEEG based neurofeedback (n = 10) and a control group (n = 9). Both groups also received remedial teaching. The experimental group improved considerably in spelling (Cohen’s d = 3). No improvement was found in reading. An indepth study of the changes in the qEEG power and coherence protocols evidenced no fronto-central changes, which is in line with the absence of reading improvements. A significant increase of alpha coherence was found, which may be an indication that attentional processes account for the improvement in spelling. Consideration of subtypes of dyslexia may refine the results of future studies.
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.355.6540
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| 6 |
The Relationship Between the Reading and Signing Skills of Deaf Children in Bilingual Education Programs
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In: http://jdsde.oxfordjournals.org/content/13/4/518.full.pdf (2008)
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| 7 |
Emergent Literacy for Preschool Aged Children with Developmental Disabilities
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In: http://www.aacinstitute.org/CAAC/2009/AcceptedSubmissions/VanDerSchuit,Margje-Efficacy.pdf
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