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Easterbrooks, Susan R., Ed.; Dostal, Hannah M., Ed. – Oxford University Press, 2020
"The Oxford Handbook of Deaf Studies in Literacy" brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic…
Descriptors: Deafness, Hearing Impairments, Literacy, Brain
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Costa, Lara-Jeane C.; Hooper, Stephen R.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson – Exceptionality, 2012
This study examined gains in written language as assessed by targeted curriculum-based measures (CBMs), and explored how these gains were affected by moderator variables of specific cognitive functions and student subgroups. The sample included 68 second grade students who were at risk for writing disabilities. Handwritten compositions were…
Descriptors: At Risk Students, Written Language, Curriculum Based Assessment, Writing Evaluation
Bartels, Don R. – Diagnostique, 1999
This article describes the Peabody Individual Achievement Test-Revised-Normative Update, an individually administered school achievement measure for students from kindergarten through grade twelve. The test assesses students' knowledge of general information, reading recognition, reading comprehension, mathematics, spelling, and written…
Descriptors: Academic Achievement, Child Development, Disabilities, Disability Identification
Taylor, Ronald L. – Diagnostique, 1999
This article describes the Wechsler Individual Achievement Test, a comprehensive measure of achievement for individuals in grades K-12. Eight subtests assess mathematics reasoning, spelling, reading comprehension, numerical operations, listening comprehension, oral expression, and written expression. Its administration, standardization,…
Descriptors: Academic Ability, Academic Achievement, Disabilities, Disability Identification