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...
| Published in: | Volta Review Vol. 98; no. 1; pp. 39 - 62 |
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| Main Authors: | , , |
| Format: | research tables/charts Journal Article |
| Published: |
Alexander Graham Bell Association for the Deaf
Winter96
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| Online Access: | View this record in EBSCOhost |