Psychology

Psychology

ISSN Print: 2152-7180
ISSN Online: 2152-7199
www.scirp.org/journal/psych
E-mail: psych@scirp.org
"Morphological Knowledge and Decoding Skills of Deaf Readers"
written by M. Diane Clark, Gizelle Gilbert, Melissa L. Anderson,
published by Psychology, Vol.2 No.2, 2011
has been cited by the following article(s):
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[1] THEORETICAL UNDERPINNINGS OF ACQUIRING ENGLISH VIA PRINT
2021
[2] Language and Reading Comprehension Abilities of Elementary School-Aged Deaf Children
2021
[3] 24 Adult Reading Strategies
2020
[4] Orthographic, Phonological, and Semantic Dynamics During Visual Word Recognition in Deaf Versus Hearing Adults
2020
[5] A Pilot Study Comparing the Writing Skills of Deaf and Hard of Hearing Adults by Learning Approach
2020
[6] Morfolojik Farkındalık Becerilerinin Okuma Sürecindeki Rolünün Gelişimsel Bakış Açısıyla İncelenmesi: İşiten ve İşitme Engelli Okuyuculardan Bulgular
2019
[7] The Effects of Using SAFMEDS to Teach Deaf Pre-School and First-Grade Children to Fluently Match Visemes and Vowel Patterns to English Phonemes
2019
[8] Examining the Morphological Awareness of Deaf Turkish Readers
2018
[9] İşitme Engelli Okuyucuların Biçimbilim Farkındalık Becerilerinin İncelenmesi
Kastamonu Education Journal, 2018
[10] Reading Comprehension and Phonics Research: Review of Correlational Analyses with Deaf and Hard-of-Hearing Students
The Journal of Deaf Studies and Deaf Education, 2018
[11] ASL and English bilingual Shared Book Reading: An exploratory intervention for signing deaf children
Bilingual Research Journal, 2018
[12] The Role of Fingerspelling in Early Communication, Language, and Literacy Acquisition of Deaf Children
ProQuest Dissertations Publishing, 2018
[13] Correspondances morphologiques entre le français et la langue des signes française:. la question de la conscience morphologique chez les enfants sourds
2018
[14] Strategies Used in Teaching Written English Language to learners with Hearing Impairment: A case of Njia Special School in Meru County, Kenya.
2017
[15] Morphological Knowledge and Students Who Are Deaf or Hard-of-Hearing: A Review of the Literature
Communication Disorders Quarterly, 2017
[16] The Impact of Minimal Language Experience on Children During Sensitive Periods of Brain and Early Language Development: Myths Debunked and New Policy Implications
2017
[17] Selected Factors Related to Reading Comprehension for d/Deaf and Hard of Hearing Students
2017
[18] Correspondances morphologiques entre le français et la langue des signes française
2017
[19] Selected Code-Related and Language-Related Factors on Reading Comprehension for Deaf and Hard of Hearing Students
2017
[20] İşitme engelli öğrencilerin biçimbilim farkındalık becerilerinin işiten akranları ile karşılaştırmalı olarak incelenmesi
2016
[21] Selected Code-Related and Language-Related Factors of Reading Comprehension for Deaf and Hard of Hearing Students
2016
[22] Morphological knowledge affects processing of L2 derivational morphology: An event-related potential study
Journal of Neurolinguistics, 2016
[23] Morphological Decomposition in Second Language Word Processing
Theory and Practice in Language Studies, 2016
[24] Increasing early reading skills in young signing deaf children using shared book reading: a feasibility study
Journal of Quality Assurance in Hospitality & Tourism, 2016
[25] The relationship between the morphological knowledge and L2 online processing of derivational words
2016
[26] Morphological Knowledge and Students Who Are Deaf or Hard-of-Hearing A Review of the Literature
2016
[27] Early Reading for Young Deaf and Hard of Hearing Children: Alternative Frameworks
2016
[28] Predictors of English Reading Comprehension for Children Who Are d/Deaf or Hard of Hearing
Journal of Developmental and Physical Disabilities, 2016
[29] Reading Efficiency of Deaf and Hearing People in Spanish
Journal of deaf studies and deaf education, 2015
[30] 二语词汇加工中的形态分解
现代外语, 2015
[31] The false-friend effect in three profoundly deaf learners of French: Disentangling morphology, phonology and orthography
Second Language Research, 2015
[32] ASL Skills, Fingerspelling Ability, Home Communication Context and Early Alphabetic Knowledge of Preschool-Aged Deaf Children
Sign Language Studies, 2015
[33] An investigation of technology leadership among state schools for the deaf in the United States
ProQuest Dissertations Publishing, 2014
[34] Vocabulary acquisition for deaf readers using augmented technology
Virtual and Augmented Assistive Technology (VAAT), 2014 2nd Workshop on. IEEE, 2014
[35] The Importance of Early Sign Language Acquisition for Deaf Readers
Reading & Writing Quarterly ahead-of-print, 2014
[36] Considering Communication Disorders and Differences in the Signed Language Modality
Multilingual Aspects of Signed Language Communication and Disorder, 2014
[37] Developing Language and Writing Skills of Deaf and Hard of Hearing Students: A Simultaneous Approach
Literacy Research and Instruction, 2014
[38] Razumijevanje pro?itanog u u?enika s o?te?enjem sluha
Logopedija, 2014
[39] 1. Considering Communication Disorders and Differences in the Signed Language Modality
2014
[40] Literacy instruction for students who are deaf and hard of hearing
2013
[41] Developing Preschool Deaf Children's Language and Literacy Learning from an Educational Media Series
American annals of the deaf, 2013
[42] The VL2-Spoken Language Phonological Awareness (VL2-SLPA) Measure
Psychology, 2012
[43] Phonemic awareness is not necessary to become a skilled deaf reader
Journal of Developmental and Physical Disabilities, 2011
[44] Theoretical Underpinnings of Acquiring English via Print Catherine L. Caldwell-Harris, Ph. D. Boston University Department of Psychological and Brain …
[45] İşitme kayıplı ve işiten öğrencilerin morfolojik farkındalık bilgi ve becerilerinin okuma performansları üzerindeki rolünün incelenmesi
[46] İŞİTME KAYIPLI ÖĞRENCİLERİN MORFOLOJİK BİLGİ VE BECERİLERİNİN GELİŞİMSEL OLARAK İNCELENMESİ
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