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Journal of Deaf Studies and Deaf Education|May 26, 2010
How do deaf signers of LSQ and their teachers construct the meaning of a written text?D A Ducharme, Isabelle ArcandJournal of Deaf Studies and Deaf Education|May 12, 2010
The relationship of audibility and the development of canonical babbling in young children with hearing impairmentSandie M Bass-RingdahlJournal of Deaf Studies and Deaf Education|July 22, 2009
The role of sign phonology and iconicity during sign processing: the case of deaf childrenEllen Ormel, Daan Hermans, Harry Knoors, et al.Journal of Deaf Studies and Deaf Education|September 8, 2009
Technology-enhanced shared reading with deaf and hard-of-hearing children: the role of a fluent signing narratorVannesa Mueller, Richard HurtigJournal of Deaf Studies and Deaf Education|March 16, 2011
Adapting the Assessing British Sign Language Development: Receptive Skills Test into American sign languageCharlotte J Enns, Rosalind C HermanJournal of Deaf Studies and Deaf Education|June 2, 2020
Lies and Irony Understanding in Deaf and Hearing AdolescentsAntonia González-Cuenca, María José LineroJournal of Deaf Studies and Deaf Education|May 21, 2020
Outcomes for School-Aged Children with Aural AtresiaAnna Hyland, Wendy L Arnott, Emma Rushbrooke, et al.Journal of Deaf Studies and Deaf Education|May 31, 2020
DHH Students' Phoneme Repetition Awareness in Sentence ReadingDegao Li, Kuan LinJournal of Deaf Studies and Deaf Education|September 1, 2025
Explicit tier two vocabulary instruction for young deaf childrenSharon Klieve, Kate Leigh, Lois Grant, et al.Journal of Deaf Studies and Deaf Education|May 19, 2021
Visuospatial and Tactile Working Memory in Individuals with Congenital DeafnessEyal Heled, Maayan OhayonPageof 109