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Reading and Deafness: Theory, Research, and Practice
0 references·16 citing·43 second hop
Reading and Deafness: Theory, Research, and Practice (2009)Reading and Deafness: Theory, Research, a…Assessment for Reading Instruction (2024)Assessment for Reading Instru…The effectiveness of visual materials in teaching vocabulary to deaf students of EFL (2021)The effectiveness of visual m…Reading Achievement of Deaf Students: Challenging the Fourth Grade Ceiling (2021)Reading Achievement of Deaf S…The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations (2015)The contribution of phonologi…Vocabulary Knowledge of Deaf and Hearing Postsecondary Students. (2014)Vocabulary Knowledge of Deaf …Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology (2014)Is Reading Different for Deaf…Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children (2014)Foundations for Literacy: An …Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development (2013)Deaf Students and the Qualita…A Metalinguistic Awareness Test for ASL/English Bilingual Deaf Children: The TASLA-R (2013)A Metalinguistic Awareness Te…Processes and Components of Reading (2012)Processes and Components of R…Deaf epistemologies: multiple perspectives on the acquisition of knowledge (2012)Deaf epistemologies: multiple…Reading Fluency and Students Who Are Deaf or Hard of Hearing (2011)Reading Fluency and Students …Grapheme-Phoneme Acquisition of Deaf Preschoolers (2011)Grapheme-Phoneme Acquisition …The Qualitative Similarity Hypothesis (2010)The Qualitative Similarity Hy…An Analysis of the Reading Strategies Used by Adult and Student Deaf Readers (2010)An Analysis of the Reading St…Phonology Is Necessary, but Not Sufficient: A Rejoinder (2009)Phonology Is Necessary, but N…Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. 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  • 2012Processes and Components of Reading103 cited
  • 2015The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations99 cited
  • 2011Grapheme-Phoneme Acquisition of Deaf Preschoolers86 cited
  • 2009Phonology Is Necessary, but Not Sufficient: A Rejoinder85 cited
  • 2014Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children84 cited
  • 2010An Analysis of the Reading Strategies Used by Adult and Student Deaf Readers79 cited
  • 2024Assessment for Reading Instruction78 cited
  • 2010The Qualitative Similarity Hypothesis72 cited
  • 2014Vocabulary Knowledge of Deaf and Hearing Postsecondary Students.59 cited
  • 2013Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development58 cited
  • 2012Deaf epistemologies: multiple perspectives on the acquisition of knowledge55 cited
  • 2013A Metalinguistic Awareness Test for ASL/English Bilingual Deaf Children: The TASLA-R54 cited
  • 2021The effectiveness of visual materials in teaching vocabulary to deaf students of EFL52 cited
  • 2011Reading Fluency and Students Who Are Deaf or Hard of Hearing50 cited

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  • 2014Is Reading Different for Deaf Individuals?: Reexamining the Role of Phonology49 cited
  • 2021Reading Achievement of Deaf Students: Challenging the Fourth Grade Ceiling48 cited