Hannah Anglin-Jaffe
Biographic Data
| ID | 5239208 |
|---|---|
| NAME | Hannah Anglin-Jaffe |
| GIVEN NAMES | Hannah |
| FAMILY NAME | Anglin-Jaffe |
| SIGNATURE | ANGLIN-JAFFE H |
| AFFILIATIONS | Graduate School of Education, University of Exeter, Exeter, UK |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Morphological Awareness and DHH Students’ Reading-Related Abilities: A Meta-Analysis of Correlations
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of …
How Well Do We Understand Social Inclusion in Education
The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gend…
Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’ Schools for the Deaf
How Well Do We Understand Social Inclusion in Education
The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gend…
Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’ Schools for the Deaf
Signs of Resistance: Peer Learning of Sign Languages Within ‘Oral’ Schools for the Deaf
How Well Do We Understand Social Inclusion in Education
The paper draws on the findings of a small-scale empirical study to discuss why the project of inclusion, despite a long history of legislative efforts from the Salamanca Statement onwards, still appears to be troubling. The study used scenarios to explore tensions between inclusion and individual choice experienced by young people in the context of everyday social interaction with reference to the intersection between disability, ethnicity, gend…
Morphological Awareness and DHH Students’ Reading-Related Abilities: A Meta-Analysis of Correlations
This article presents the first meta-analysis on correlations of morphological awareness (MA) with reading-related abilities in deaf and hard-of-hearing (DHH) students (k = 14, N = 556). The results showed high mean correlations of MA with all three reading-related abilities: rs = 0.610, 0.712, and 0.669 (all ps < 0.001), respectively, for word reading, vocabulary knowledge, and reading comprehension. A set of moderator analysis was conducted of …
Political science (2 works) · Psychology (2 works) · Sociology (2 works) · American Sign Language (1 works) · Argument (complex analysis (1 works) · Argument (complex analysis) (1 works) · Context (archaeology) (1 works) · Education Discipline and Inequality (1 works) · Ethnic group (1 works) · Gender Studies (1 works)