Section 1. Examining written-language assessment and intervention: links to literacy. Can lexical/semantic skills differentiate deaf or hard-of-hearing readers and nonreaders?
This article describes three studies. The first study attempts to demonstrate that semantic analyses of written narratives are more sensitive assessments of students with hearing losses' language ability than traditional approaches. Results of a factor analysis indicate that inter- and intrasententi...
| Publicado en: | Volta Review Vol. 98; no. 1; pp. 39 - 62 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Alexander Graham Bell Association for the Deaf
Winter96
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| Acceso en línea: | Ver este registro en EBSCOhost |