Sharon A Raver
Biographic Data
| ID | 5835964 |
|---|---|
| NAME | Sharon A Raver |
| GIVEN NAMES | Sharon A |
| FAMILY NAME | Raver |
| SIGNATURE | RAVER S A |
| AFFILIATIONS | Dominion University College |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 0 |
Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing
Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all…
Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings
Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) a…
Note taking and university students with learning difficulties: What supports are needed
No prominent works on this page.
Note taking and university students with learning difficulties: What supports are needed
Using dyad-specific social stories to increase communicative and social skills of preschoolers with hearing loss in self-contained and inclusive settings
Children with profound hearing loss often do not have the same prelinguistic opportunities for social and communication interaction as peers with typical hearing and benefit from structured opportunities to learn these skills. This study examined the effect of two interventions to improve the communicative and social skills of four preschoolers with hearing loss in two learning environments: a preschool for children who are deaf (oral approach) a…
Structured Instruction With Modified Storybooks to Teach Morphosyntax and Vocabulary to Preschoolers Who are Deaf/Hard of Hearing
Children who are deaf/hard of hearing (D/HH) are at risk for diminished morphosyntactical and vocabulary development. The purpose of this study was to examine the effects of repeated reading combined with structured instruction. Targets were a morphosyntactical form and novel vocabulary words. Participants were 3 preschoolers who are D/HH who were receiving instruction with an oral approach. Data from a multiple baseline design indicated that all…
Psychology (3 works) · Audiology (2 works) · Developmental psychology (2 works) · Hearing Impairment and Communication (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Medicine (2 works) · Vocabulary (2 works) · Assistive Technology in Communication and Mobility (1 works) · Autism (1 works)