The contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populations.

Hirshorn, Elizabeth A; Dye, Matthew W G; Hauser, Peter; Supalla, Ted R; Bavelier, Daphne

Hirshorn, Elizabeth A; Dye, Matthew W G; Hauser, Peter; Supalla, Ted R; Bavelier, Daphne.

Afiliación

Hirshorn EA; Department of Brain and Cognitive Sciences, University of Rochester, Rochester NY, USA ; Learning Research and Development Center, University of Pittsburgh, Pittsburgh PA, USA.
Dye MW; Department of Liberal Studies, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester NY, USA.
Hauser P; Department of American Sign Language and Interpreting Education, National Technical Institute for the Deaf, Rochester Institute of Technology, Rochester NY, USA.
Supalla TR; Department of Neurology, Georgetown University, Washington DC, USA.
Bavelier D; Department of Brain and Cognitive Sciences, University of Rochester, Rochester NY, USA ; Faculté de Psychologie et des Sciences de l'Éducation, Université de Genève Geneva, Switzerland.

Front Psychol ; 6: 1153, 2015.

Article en En | MEDLINE | ID: mdl-26379566

Palabras clave

deafness; orally-trained; phonological awareness; reading; semantic-based memory; short-term memory; sign language

Texto completo

Añadir a Mi BVS

Imprimir

XML

PubMed Links

Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Prognostic_studies Idioma: En Revista: Front Psychol Año: 2015 Tipo del documento: Article País de afiliación: Estados Unidos

Texto completo

Añadir a Mi BVS

Imprimir

XML

PubMed Links

Buscar en Google