Dear Colleagues
Following two successful previous events, we are delighted to invite you to our next workshop focusing on literacy development in deaf children in collaboration with
Frank Barnes School for Deaf Children. Please click on the link below to find out more and be sure to
register for a free place. Apologies for crossposting.
https://www.eventbrite.com/e/enhancing-literacy-development-in-deaf-children-tickets-34716878117
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Best wishes, Ros Herman, Fiona Kyle and Penny Roy Language & Communication Science Division City, University of London Northampton Square London EC1V 0HB T: +44 (0)20 7040 8285
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Latest publications from the team, many available from
http://openaccess.city.ac.uk/
Harris, M., Terlektsi, E., & Kyle, F.E. (2017). Concurrent and longitudinal predictors of reading for deaf and hearing children in primary
school. Journal of Deaf Studies and Deaf Education. doi: 10.1093/deafed/enw101.
Harris, M., Terlektsi, E., & Kyle, F.E. (2017). Literacy outcomes for Deaf and Hard of Hearing primary school children: A cohort comparison
study. Journal of Speech, Language and Hearing Research. doi:10.1044/2016_JSLHR-H-15-0403.
Herman, R. & Roy, P. (2016) Deafness and Dyslexia. In M. Marschark & P. Spencer (eds) The Oxford Handbook of Deaf Studies: Language and
Language Development. Oxford University Press.
Herman, R. (2015) Language Assessment in Deaf Learners. In H. Knoors & M. Marschark (eds) Educating Deaf Learners: Creating a Global Evidence
Base. Oxford University Press.
Herman R. (2015) Spelling in Oral Deaf and Hearing Dyslexic Children: A Comparison of Phonologically Plausible Errors. Research in Developmental
Disabilities, 36, 277–290.
DOI:10.1016/j.ridd.2014.10.012
Herman, R., Martin, K., Thomas, J., Oyebade, N., Bennett, D. & Dodd, B. (2015) Evaluation of Core Vocabulary Therapy for Deaf Children:
Four Treatment Case Studies. Child Language Teaching & Therapy,
31 (2), 221-235. DOI: 10.1177/0265659014561875
Kyle, F.E., Campbell, R., & MacSweeney, M. (2016). The relative contributions of speechreading and vocabulary to deaf and hearing children’s
reading ability. Research in Developmental Disabilities, 48, 13-24. doi:10.1016/j.ridd.2015.10.004.
Kyle F. E., Cain K. (2015). A comparison of deaf and hearing children's reading comprehension profiles. Topics in Language Disorders, 35,
144–156, doi: 10.1097/TLD.0000000000000053.
Mann, W., Roy, P. and Morgan, G. (2016). Adaptation
of a vocabulary test from British Sign Language to American Sign Language. Language Testing, 33(1), pp. 3–22. doi:10.1177/0265532215575627.
Mann, W., Roy, P. and Marshall, C. (2013). A
look at the other 90 per cent: Investigating British Sign Language vocabulary knowledge in deaf children from different language learning backgrounds. Deafness and Education International, 15(2), pp. 91–116. doi:10.1179/1557069X12Y.0000000017.
Marshall, C., Mason, K., Rowley, K., Herman, R., Atkinson, J., Woll, B. & Morgan, G. (2015). Sentence Repetition in Deaf Children with
Specific Language Impairment in British Sign Language. Language Learning and Development, 11(3), 237-251. doi:
10.1080/15475441.2014.917557
Polišenská, K., Chiat, S. and Roy, P. (2015). Sentence
repetition: What does the task measure? International Journal of Language and Communication Disorders, 50(1), pp. 106–118. doi:10.1111/1460-6984.12126.
Roy, P., Shergold, Z., Kyle, F.E. and Herman, R. (2015). Spelling
in oral deaf and hearing dyslexic children: A comparison of phonologically plausible errors. Research in Developmental Disabilities, 36, pp. 277–290. doi:10.1016/j.ridd.2014.10.012.
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