Phonemic Awareness is Not Necessary to Become a Skilled Deaf ReaderPaul Miller, M. Diane Clark2011-06-01articleJournal of Developmental and Physical Disabilities95 citationsclosedNo readable copy stored yet — this record is metadata only.Hearing Impairment and CommunicationReading and Literacy DevelopmentTactile and Sensory InteractionsAbstractNo abstract was published for this record.Citations in this libraryStored only when both papers are in the corpus — 95 citations exist upstream.References1998Preventing Reading Difficulties in Young Children2000Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction2004Specific reading disability (dyslexia): what have we learned in the past four decades?1995Phonological recoding and self-teaching: sine qua non of reading acquisition2008On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography.2005Dyslexia (Specific Reading Disability)2001Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis2000The Stanford Achievement Test, 9th Edition: National Norming and Performance Standards for Deaf and Hard-of-Hearing StudentsCited by2013Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language2024Assessment for Reading Instruction2014Rethinking Literacy: Broadening Opportunities for Visual Learners2022Contribution of Lexical Quality and Sign Language Variables to Reading Comprehension2015Evidence of an association between sign language phonological awareness and word reading in deaf and hard-of-hearing children2013Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development2013Teachers' Perceptions of Promoting Sign Language Phonological Awareness in an ASL/English Bilingual Program