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The fine art of conversation: the pragmatic skills of school-aged children with hearing loss
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23 |
Recognizing diversity in deaf education: from Paris to Athens with a diversion to Milan
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Recognizing diversity in deaf education: now what do we do with it?!
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Simultaneous Communication and Cochlear Implants in the Classroom?
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Abstract:
This study was designed to evaluate the potential of simultaneous communication (sign and speech together) to support classroom learning by college students who use cochlear implants (CIs). Metacognitive awareness of learning also was evaluated. A within-subjects design involving 40 implant users indicated that the student participants learned significantly more when material was presented via simultaneous communication than spoken language overall, but a statistical interaction indicated that the difference held only with more difficult material. Learning in the speech-only condition was positively related to the students’ spoken language skills, their confidence with spoken language, and their receptive simultaneous communication skills. Learning in that condition was negatively related to the age at which the participants learned to sign. Findings were interpreted to indicate that simultaneous communication can be beneficial for classroom learning by college students with CIs, at least with more complex material or when information redundancy is otherwise important. Further research is needed to determine who is likely to benefit in what settings.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4577054/ https://doi.org/10.1179/1557069X14Y.0000000045
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26 |
Understanding Language, Hearing Status, and Visual-Spatial Skills
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In: Author (2015)
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34 |
Vocabulary Knowledge of Deaf and Hearing Postsecondary Students
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Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children
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40 |
Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children
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