31 resultados para Reading Ability

em School of Medicine, Washington University, United States


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This paper is a review of a study investigating the relationship between visual perceptual skills and reading abilities of young deaf children.

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This paper discusses a study to determine if the use of a typewriter had an effect on the reading ability of hearing impaired children.

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This literature review evaluates print knowledge ability in normally hearing pre-readers with and without specific language impairments. It then discusses implications of print knowledge ability in students who are deaf or hard of hearing and early intervention strategies.

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This literature review explores the role of reading fluency in children who are deaf or hard of hearing and the essential role reading fluency plays in reading comprehension. The information gathered in this paper supports the importance of direct instruction of reading fluency with children who are deaf or hard of hearing.

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This paper discusses a study of four reading series at the third grade reading level for hearing impaired children.

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This study examines the benefits and most effective techniques of reading aloud to children who are deaf or hard of hearing, including an instructional video and booklist for parents.

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This Study examines the relationship between scores on adolescents’ self-generated narratives and standardized reading-comprehension scores. This relationship is also compared with the more simple language metrics: vocabulary and syntax.

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This paper examines two individually administered diagnostic reading tests, the Woodcock Reading Mastery Tests and the Diagnostic Reading Scales, to determine their value for use with hearing-impaired children.

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This paper discusses the use of sight vocabulary drills, experience and sequence stories, pre-primers, basal readers and text books as part of a reading curriculum for hearing-impaired children.

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This paper discusses visual-motor tests and reading tests for hearing impaired children.

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This paper discusses the effectiveness of a remedial reading program for hearing impaired children.

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S.P.I.R.E., at use at Central Institute for the Deaf, is a comprehensive, multi-sensory systematic reading and language program that targets at risk and struggling students. The purpose of this project was to write additional stories and sentences for students who are hearing impaired through reader 2 that may be used in conjunction with the exiting stories and supplements.

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This paper reviews measurement of phonological processes in reading among deaf children and children who are of normal hearing.

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This paper reviews a study done to determine the correlation between lipreading, auditory speech perception, language abilities, and hearing loss levels in hearing impaired children.

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This study aims to discover if a variety of factors related to a child's education and audiologic history predict a child's ability to lip-read.