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The Impact of Cumulative Cochlear Implant Wear Time on Spoken Language Outcomes at Age 3 Years
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Gagnon, Erika B.; Eskridge, Hannah; Brown, Kevin D.; Park, Lisa R. – Journal of Speech, Language, and Hearing Research, 2021
Purpose: The purpose of this study was to analyze the impact of cumulative hearing hour percentage (HHP) on pediatric cochlear implant users' speech and language development at age 3 years and to determine an evidence-based wear time recommendation that yields typical spoken language standard scores. Method: A retrospective chart review of 40…
Descriptors: Preschool Children, Hearing Impairments, Assistive Technology, Time
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations as a Function of Measurement/Dimensions of Written Composition
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Kim, Young-Suk Grace; Graham, Steve – Journal of Educational Psychology, 2022
Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated: (1) whether…
Descriptors: Writing (Composition), Thinking Skills, Reading Comprehension, Oral Language
Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations as a Function of Measurement/Dimensions of Written Composition
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Kim, Young-Suk; Graham, Steve – Grantee Submission, 2021
Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether…
Descriptors: Writing (Composition), Thinking Skills, Reading Comprehension, Oral Language