READING AMONG DIVERSE DHH LEARNERS: WHAT, HOW, AND FOR WHOM?
STUDENTS WHO are deaf and hard of hearing (DHH) face challenges in learning to read. Much has been written about the relative importance of the different factors associated with success in reading, but these factors are disputed within the literature on DHH readers. The Center on Literacy and Deafne...
| Publicado en: | American Annals of the Deaf Vol. 159; no. 5; pp. 419 - 433 |
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| Autores principales: | , , , , , , , |
| Formato: | research tables/charts Journal Article |
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American Annals of the Deaf
Winter2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=102628348&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 102628348 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0002726X AOD jtl: American Annals of the Deaf issn: 0002726X maglogo: N pubinfo: dt: Winter2015 vid: 159 iid: 5 pid: 2466 pub: American Annals of the Deaf place: Washington, District of Columbia artinfo: ui: 102628348 103797479 103797479 10.1353/aad.2015.0002 102628348 ppf: 419 ppct: 14 formats: fmt: @attributes: type: P tig: atl: READING AMONG DIVERSE DHH LEARNERS: WHAT, HOW, AND FOR WHOM? aug: au: EASTERBROOKS, SUSAN R. LEDERBERG, AMY R. ANTIA, SHIRIN SCHICK, BRENDA KUSHALNAGAR, POORNA WEBB, MI-YOUNG BRANUM-MARTIN, LEE CONNOR, CAROL MCDONALD affil: BOTH REGENTS' PROFESSORS OF EDUCATIONAL PSYCHOLOGY, SPECIAL EDUCATION, AND COMMUNICATION DISORDERS, GEORGIA STATE UNIVERSITY (GSU), ATLANTA sug: subj: Deaf Education Reading Literacy Phonology Language Literature Review Speech British Columbia Child Human Academic Medical Centers Funding Source Child: 6-12 years ab: STUDENTS WHO are deaf and hard of hearing (DHH) face challenges in learning to read. Much has been written about the relative importance of the different factors associated with success in reading, but these factors are disputed within the literature on DHH readers. The Center on Literacy and Deafness, funded by the Institute of Education Sciences, is engaged in a nationwide project to identify child-by-instruction interactions related to instructional factors that are malleable within the classroom context. In the present article, the authors describe the project, present the conceptual model on which it is based, explain the processes and procedures used to choose assessment tools, and discuss their theoretical view of how reading and instruction might differ based on an individual student's language and level of functional hearing. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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