Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Jodi L. Falk"'
Autor:
Julia Silvestri, Jodi L. Falk
Publikováno v:
Languages, Vol 8, Iss 3, p 190 (2023)
Historically, the field of deaf education has revolved around language planning discourse, but little research has been conducted on Deaf and Hard of Hearing (DHH) students with additional disabilities as dynamic multilingual and multimodal language
Externí odkaz:
https://doaj.org/article/4f1f777f93764382b5596ebc8bee55ab
Autor:
Amanda Howerton-Fox, Jodi L. Falk
Publikováno v:
Education Sciences, Vol 9, Iss 2, p 133 (2019)
The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry.
Externí odkaz:
https://doaj.org/article/18d687aebe7c44ecaf8d566ee62de25a
Autor:
Ronda Rufsvold, Elaine R. Smolen, Onudeah D. Nicolarakis, Michelle A. Veyvoda, Amanda Howerton-Fox, Jodi L. Falk, Lingyun Shi, Jennifer Montgomery, Sonia B. Arora, Julia A. Silvestri, Elizabeth A. Rosenzweig, Maria C. Hartman, Marian Patricia Bea Francisco
Publikováno v:
American Annals of the Deaf. 166:76-81
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7a9bccb4eeee3dbe593782a975245972
https://doi.org/10.1353/aad.2021.0015
https://doi.org/10.1353/aad.2021.0015
Publikováno v:
American Annals of the Deaf. 164:592-607
The effectiveness of a sight word intervention designed for Deaf students was investigated. Thirty students, grades 1-7, in an urban school for the Deaf received an 8-month intervention. A pretest/posttest design using a teacher-designed instrument,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::082edffd1e97a7fe9954908c03a3e6b1
https://doi.org/10.1353/aad.2020.0005
https://doi.org/10.1353/aad.2020.0005
Autor:
Onudeah D. Nicolarakis, Marian Patricia Bea Francisco, Sonia B. Arora, Michelle A. Veyvoda, Elaine R. Smolen, Jean F. Andrews, Amanda Howerton-Fox, Jodi L. Falk, Ronda Rufsvold, Maria C. Hartman, Julia A. Silvestri, Connie Mayer, Beverly J. Trezek, Jennifer Montgomery, Peter V. Paul, Elizabeth A. Rosenzweig, Lingyun Shi
Publikováno v:
American annals of the deaf. 166(1)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d622210c4993e542641f1127eae612b1
https://pubmed.ncbi.nlm.nih.gov/34053946
https://pubmed.ncbi.nlm.nih.gov/34053946
Publikováno v:
Journal of Developmental and Physical Disabilities. 29:35-54
This study examined the interrelationships of two code-related factors (i.e., phoneme detection and silent word reading fluency), one language-related factor (i.e., morphological awareness), and reading comprehension with 45 d/Deaf or hard of hearing
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca8458473c14e3a352abc21e9bb9533f
https://doi.org/10.1007/s10882-016-9520-2
https://doi.org/10.1007/s10882-016-9520-2
Autor:
Jodi L. Falk, Amanda Howerton-Fox
Publikováno v:
Education Sciences, Vol 9, Iss 2, p 133 (2019)
The purpose of this literature review is to present the arguments in support of conceptualizing deaf children as ‘English Learners’, to explore the educational implications of such conceptualizations, and to suggest directions for future inquiry.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0b4cf5d8e1a5dbbedc5bf3d2c22c8f06
https://doi.org/10.3390/educsci9020133
https://doi.org/10.3390/educsci9020133