How Do Profoundly Deaf Children Learn to Read?

By S. Goldin‐Meadow, Rachel I. Mayberry. 2001

294 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/550662fb7b506a3103de9dd5f0f9ede2a5e65edb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Shari R. Baum

In Developmental and Educational Psychology

1. Shari R. Baum
2. Nathalie N. Bélanger
3. Rachel I. Mayberry

In Human-Computer Interaction

1. Shari R. Baum
2. Nathalie N. Bélanger
3. Rachel I. Mayberry

Citations in the corpus

• Reading Difficulties in Adult Deaf Readers of French: Phonological Codes, Not Guilty! (2012, background): “…for reasons that are still unclear but that are likely influenced by degree of hearing loss (Conrad, 1979), knowledge of the language that is read (Goldin-Meadow & Mayberry, 2001), age of exposure to a first language (Mayberry, 2007; Padden & Ramsey, 2000), and knowledge of sign language…”