Archbold, S., Lutman, M. E., & Marshalll, D. H. (1995). Categories of auditory performance. The Annals of Otology, Rhinology and Laryngology .Supplement. 166, 312-314.
Archbold, S., Lutman, M. E., & Nikolopolous, T. (1998). Categories of auditory performance: inter-user reliability. British Journal of Audiology, 32(1), 7-12.
Arfe, B., Rossi, C., & Sicoli, S. (2015). The Contribution of Verbal Working Memory to Deaf Children’s Oral and Written Production. Journal of Deaf Studies and Deaf Education. 20(3), 203-214.
Chou, M. J., & Cheng, J. C. (2015). Parent-child Aesthetic Shared Reading with Young Children. Universal Journal of Educational Research. 3(11), 871-876.
Christensen, C., & Bowey, J. A. (2005). The efficacy of orthographic Rime, Grapheme-phoneme correspondence and implicit phonic approaches to teaching decoding skills. Scientifics Studies of Reading. 9(4), 327-349.
Demir-Lira, Ö. E., Applebaum, L. R., Goldin‐Meadow, S., & Levine, S. C. (2019). Parents’ early book reading to children: Relation to children's later language and literacy outcomes controlling for other parent language input. Developmental Science. 22(3), e12764.
DesJardin, J. L., Ambrose, S. E., & Eisenberg, L. S. (2009). Literacy skills in children with cochlear implants: The importance of early oral language and joint storybook reading. Journal of Deaf Studies and Deaf Education. 14(1), 22–43.
DesJardin, J. L., Doll, E. R., Stika, C. J., Eisenberg, L. S., Johnson, K. J., Ganguly, D. H., Colson, B. G., & Henning, S. C. (2014). Parental support for language development during joint book reading for young children with hearing loss. Communication Disorders Quarterly. 35(3), 167–181.
Dickinson, D. K., Collins, M. F., Nesbitt, K., Toub, T. S., Hassinger-Das, B., Hadley, E. B., Hirsh-Pasek, K., & Golinkoff, R. M. (2019). Effects of teacher-delivered book reading and play on vocabulary learning and self-regulation among low-income preschool children. Journal of Cognition and Development. 20(2), 136-164.
Easterbrooks, S. R., Lederberg, A. R., & Connor, C. M. (2010). Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf.
American Annals of the Deaf. 155(4), 467-480.
|
Downloaded from www.ceciranj.ir
|
Farrant, B. M., & Zubrick, S. R. (2013). Parent- child book reading across early childhood and child vocabulary in the early school years : findings from the longitudinal study of Australian children. First Language. 33(3), 280-293.
Friedmann, N. & Szterman, R. (2011). The comprehension and production of wh-questions in deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education. 16(2), 212-235.
Gonzalez, M. T. D., Phillips-Silver, J., Maurno, N. G., García, L. F., & Ruiz-Castañeda. P. (2023). Improving phonological skills and reading comprehension in deaf children: A new multisensory approach. Scientifics Studies of Reading. 27(2). 119-135.
Harris, M., Terlektsi, M., & Kyle, F. (2017). Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison study. Journal of Speech, Language, and Hearing Research. 60(3), 701–711.
Hassanzadeh, S; & Nikkhoo, F. (2019). Reading literacy development of deaf students in special schools in Iran. International Journal of Special Education. 34(1), 245-254.
Juel, C. (2006). The impact of early school experiences on initial reading. In D. K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy research (pp. 410-426). New York: Guilford.
Kao, G. Y. M., Tsai, C. C, Liu, C. Y., & Yang, C. H. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers and Education. 100, 56-70.
Kim, Y. S., Wagner, R. K., & Foster, E. (2011). Relations among oral reading fluency, silent reading fluency, and reading comprehension: A latent variable study of first-grade readers. Scientific Studies of Reading. 15(4), 338-362.
Lopez-Escribano, C., Valverde-Montesino, S., & Garcia-Ortega, V. (2021). The impact of e-book reading on young children’s emergent literacy skills: An analytical review. International Journal of Environmental Research and Public Health. 18(12), 6510.
Mayer, C., Trezek, B. J., & Hancock, G. R. (2021). Reading achievement of deaf students: challenging the fourth grade ceiling. Journal of Deaf Studies and Deaf Education. 26(3), 427-437.
Miller, E. M., Lederberg A. R., & Easterbrooks, S. R. (2013). Phonological awareness: Explicit instruction for young deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education. 18(2), 206-227.
Pimperton, H., Blythe, H., Kreppner, J., Mahon, M., Peacock, J. L., Stevenson, J., Terlektsi, E., Worsfold, S., Yuem, H. M., & Kennedy, C. R. (2015). The impact of universal newborn hearing screening on longterm literacy outcomes: A prospective cohort study. Archives of Disease in Childhood. 101(1), 9-15.
Pollard-Durodola, S. D., Gonzalez, J. E., Simmons, D. C., Kwok, O., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children. 77(2), 161-183.
Sarant, J. Z., Harris, D. C., & Bennet, L. A. (2015). Academic outcomes for school-aged children with severe–profound hearing loss and early unilateral and bilateral cochlear implants. Journal of Speech, Language and Hearing Research. 58(3), 1017–1032.
Spencer, M; Wagner, R; & Petscher, Y. (2019). The reading comprehension and vocabulary knowledge of children with poor reading comprehension despite adequate decoding: evidence from a regression-Based matching approach. Journal of Educational Psychology. 111(1), 1-14.
Storkel, H. L., Voelmle, K., Fierro, V., Flake, K., Fleming, K., & Romine, R. S. (2017). Interactive book reading to accelerate word learning by kindergarten children with specific language impairment: Identifying an adequate intensity and variation in treatment response. Language, Speech, and Hearing Services in Schools. 48(1), 16-30.
Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., & Moeller, M. P. (2018). Early literacy predictors and second-grade outcomes in children who are hard of hearing. Child Development. 91(1), 179-197.
Trivette, C. M., Dunst, C. J., & Gorman, E. (2010). Effects of parent-mediated joint book reading on the early language development of toddlers and preschoolers.
Center for Early Literacy Learning. 3(2), 1-15.
|
Downloaded from www.ceciranj.ir
|
Trussell, J. W.,
Hasko, J.,
Kane, J., Amari, B., &
Brusehaber, A. (2018). Interactive storybook reading instruction for preschoolers who are deaf and hard of hearing: A multiple probe across behaviors analysis.
Language, Speech, and Hearing Services in Schools. 94(4), 922-937.
Wauters, L., & Dirks, E. (2017). Interactive reading with young deaf and hard of hearing children in eBooks versus print books. Journal of Deaf Studies and Deaf Education. 22(2), 243-252.
Wauters, L., & Dirks, E. (2024). Interactive storybook reading to enhance language, literacy, and social–emotional skills. Journal of Deaf Studies and Deaf Education. 29(2), 286-287.
Worsfold, S.,
Mahon, M.,
Pimperton, H.,
Stevenson, J., &
Kennedy, C. (2018). Predicting reading ability in teenagers who are deaf or hard of hearing: A longitudinal analysis of language and reading.
Research in Developmental Disability, 77, 49-59.
Woudenber. R. (2021). Reading as a source of knowledge. Synthese. 198, 723-742.
Zhao,Y., Wu, X., Sun, P., & Chen, H. (2021). Relationship between vocabulary knowledge and reading comprehension in deaf and hard of hearing students. Journal of Deaf Studies and Deaf Education. 26(4), 546-555.