Issue Date
2012
Abstract
This literature review evaluates print knowledge ability in normally hearing pre-readers with and without specific language impairments. It then discusses implications of print knowledge ability in students who are deaf or hard of hearing and early intervention strategies.
Language
English
Publisher
Program in Audiology and Communication Sciences, Washington University School of Medicine
Subject (MeSH)
Child Development
Subject (LC)
Deaf - Education; Language, literacy, and learning
Document Type
Thesis
Advisor
Hayes, Heather
Recommended Citation
Nealey, Haley R., "An analysis of pre-reading strategies in deaf/hard of hearing students" (2012). Independent Studies and Capstones. Paper 637. Program in Audiology and Communication Sciences, Washington University School of Medicine.
https://digitalcommons.wustl.edu/pacs_capstones/637
