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Direct linkPattison, Ashley E.; Robertson, Rachel E. – Communication Disorders Quarterly, 2016
Expressive language is an important skill to develop in children with intellectual disabilities. It not only aids in decreasing the likelihood of challenging behaviors from occurring but also aids in increasing the individuals independence and assistance in them becoming successful members of society. No previous studies have examined the…
Descriptors: Intellectual Disability, Children, Speech Communication, Intervention
Guardino, Caroline; Cannon, Joanna E.; Eberst, Kimberley – Communication Disorders Quarterly, 2014
Nearly 25% of Deaf and Hard of Hearing (DHH) students come from homes where a language other than English is used and are known as English-Language Learners (ELLs). Evidence-based practices used to teach students who are DHH ELLs are imperative. To build an evidence-base, successful strategies must be examined across multiple researchers, sites,…
Descriptors: Deafness, English Language Learners, Reading Instruction, Reading Strategies
Cannon, Joanna E.; Fredrick, Laura D.; Easterbrooks, Susan R. – Communication Disorders Quarterly, 2010
Reading to children improves vocabulary acquisition through incidental exposure, and it is a best practice for parents and teachers of children who can hear. Children who are deaf or hard of hearing are at risk for not learning vocabulary as such. This article describes a procedure for using books read on DVD in American Sign Language with…
Descriptors: Partial Hearing, Deafness, Incidental Learning, Vocabulary Development
