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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
Although many investigations suggest that reading for understanding specifically in the narrative text is difficult for children with ASD, research on how to effectively teach skills associated with reading comprehension is limited and...
Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. As such, there is a critical need to foster children’s emergent writing skills during the...
The main goal of the present work was to introduce a new conceptual framework for quantifying and classifying the environment by imposing a structure for sequencing contextual influences that echoes the study of genes. According to...
How Teachers of Students with Visual Impairment Support the Language Learning of Young Children with Visual Impairment and Developmental Disabilities: A Multiple Case Study
More than half of the students with visual impairment (VI) have an additional developmental disability (DD) in the United States. Young children with VI and DD are at risk for language delay and these children need planned learning...
Low retention of school-based speech-language pathologists (SLPs) is a growing problem that can have drastic consequences at the school and student levels. Factors contributing to this shortage include features of the work environment, ...
Whereas it is generally accepted that theory of mind and language are related constructs, the nature of the relation remains unclear. Past research has suggested that two related, but distinct, components of theory of mind are...
Emergent literacy skills including alphabetic knowledge, print knowledge, oral language, phonological awareness, and emergent writing are foundational for future reading development. Many children with ASD are at risk for future reading...
Bioecological theory suggests that development, including reading development, occurs through interactions between individuals and proximal environmental contexts (Bronfenbrenner & Ceci, 2004), though neighborhood characteristics are...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
