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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Is children’s speech development changing? Preliminary evidence from Australian English-speaking 3-year-olds ...
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Language-general auditory-visual speech perception : Thai-English and Japanese-English McGurk effects
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Language-General Auditory-Visual Speech Perception: Thai-English and Japanese-English McGurk Effects
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Who to Refer for Speech Therapy at 4 Years of Age Versus Who to "Watch and Wait"?
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Better in both? bilingual intervention in an Australian school context
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Concept map analysis in the assessment of speech-language pathology students' learning in a problem-based learning curriculum: a longitudinal study
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Identifying language difference versus disorder in bilingual children
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Conceptual distance and word learning: patterns of acquisition in Samoan-English bilingual children
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Early lipreading ability and speech and language development of hearing-impaired pre-schoolers
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Abstract:
Very strong opinions are held about how children born with severely or profoundly impaired hearing should be taught to communicate. For many years, signing was prohibited in schools in the United Kingdom and elsewhere. More recently, Sacks (1989) has advocated that the sign language of the deaf community is the natural language of deaf people. A compromise adopted by many schools educating children with impaired hearing is "total" or "simultaneous" communication-the use of simultaneously signed and spoken English, where the message is identical in both modes including morpheme markers. By exposing children to precise signed English, it was intended that grammatically well-structured language would be acquired, allowing children to develop the mental schema necessary for comprehending the world and to lay a basis for spoken language and literacy.
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Keyword:
3200 Psychology
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URL: https://espace.library.uq.edu.au/view/UQ:f910e85
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Vocabulary learning strategies among adult learners of Spanish as a foreign language
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The relationship between speech impairment, phonological awareness and literacy
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Patterns in diversity: Lexical learning in Samoan-English bilingual children
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Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: the impact on language and literacy
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Review of visual speech perception by hearing and hearing-impaired people: clinical implications
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A longitudinal case study of the effects of an integrated phonological awareness program for identical twin boys with childhood apraxia of speech (CAS)
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Speech-language pathology students' approaches to learning in a problem-based learning curriculum
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Cognitive flexibility in children with and without speech disorder
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Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)
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