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Harris, Margaret; Terlektsi, Emmanouela; Kyle, Fiona Elizabeth – Journal of Deaf Studies and Deaf Education, 2017
Forty-one children with severe-profound prelingual hearing loss were assessed on single word reading, reading comprehension, English vocabulary, phonological awareness and speechreading at three time points, 1 year apart (T1-T3). Their progress was compared with that of a group of hearing children of similar nonverbal IQ, initially reading at the…
Descriptors: Deafness, Reading Comprehension, Reading Skills, Vocabulary
Lecciso, Flavia; Petrocchi, Serena; Marchetti, Antonella – European Journal of Psychology of Education, 2013
The study assessed Theory of Mind (ToM) abilities in a group of oral deaf children and in their hearing mothers using a battery of ToM tasks. It also investigated the connection between mother and child in ToM performance. Participants were: 17 oral deaf children (aged 5 to 14 years) were paired by gender, age, and mental age with 17 hearing…
Descriptors: Theory of Mind, Deafness, Children, Mothers
Geers, Ann E.; Moog, Jean S.; Biedenstein, Julia; Brenner, Christine; Hayes, Heather – Journal of Deaf Studies and Deaf Education, 2009
This study investigated three questions: Is it realistic to expect age-appropriate spoken language skills in children with cochlear implants (CIs) who received auditory-oral intervention during the preschool years? What characteristics predict successful spoken language development in this population? Are children with CIs more proficient in some…
Descriptors: Oral Language, Children, Assistive Technology, Comparative Analysis

Maxwell, Madeline; Bernstein, Mark E. – Applied Psycholinguistics, 1985
Describes research into the correspondence between speech and sign language by looking at simultaneous communication as it is used by fluent deaf persons. The study aims to determine what relationship, if any, exists between the morpheme level and the message level of utterances in discourse. (SED)
Descriptors: Adults, Children, Communication Skills, Comparative Analysis

Quinn, Lisa – Journal of Experimental Child Psychology, 1981
Examined the nature of reading skills in congenitally deaf and hearing children, 7 to 19 years old. Results indicated deaf and hearing children use orthographic regularities and qualitatively similar psycholinguistic strategies. No relation was found between deaf children's sensitivity to orthographic regularities and type of communication method…
Descriptors: Adolescents, Children, Comparative Analysis, Deafness