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Squires, Bonita; Kay-Raining Bird, Elizabeth – Communication Disorders Quarterly, 2023
Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16…
Descriptors: Inclusion, Foreign Countries, Deafness, Hearing Impairments
Swasey Washington, Patricia; Iglesias, Aquiles – Communication Disorders Quarterly, 2015
Young monolingual children typically demonstrate frequent tense shifting during narrative development, whereas older children maintain a consistent narration tense. Therefore, inconsistent tense usage in older children could be an indication of overall limited language skills. However, information regarding tense use in bilinguals has been…
Descriptors: Spanish Speaking, English Language Learners, Morphemes, Kindergarten
Bingham, Gary E.; Hall-Kenyon, Kendra M.; Culatta, Barbara – Communication Disorders Quarterly, 2010
This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children's literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who…
Descriptors: Kindergarten, Emergent Literacy, Supplementary Education, Tutoring
Donne, Vicki J.; Zigmond, Naomi – Communication Disorders Quarterly, 2008
An observational study of reading instruction, using the MS-CISSAR protocol, was conducted in general education classrooms, resource classrooms, and self-contained special education/deaf education classrooms in Grades 1 through 4 in public schools within the tri-state area of Ohio, Pennsylvania, and West Virginia. Participants were 24 students who…
Descriptors: Public Schools, Partial Hearing, Deafness, Grade 1