J Albertini
Biographic Data
| ID | 7529124 |
|---|---|
| NAME | J Albertini |
| GIVEN NAMES | J |
| FAMILY NAME | Albertini |
| SIGNATURE | ALBERTINI J |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with olde…
Validity of Indirect Assessment of Writing Competency for Deaf and Hard-of-Hearing College Students
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writin…
Kitchen Notes, "the Grapevine", and Other Writing in Childhood
In semistructured interviews, 20 men and 20 women (10 deaf and 10 hearing) between the ages of 18 and 28 recalled instances of instrumental, social, and expressive writing from their childhood. In contrast to earlier research, we found that instrumental writing occurred as frequently between deaf children and their hearing parents as between deaf children and their deaf parents and that all homes with a deaf family member had telecommunication de…
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Validity of Indirect Assessment of Writing Competency for Deaf and Hard-of-Hearing College Students
Indirect tests of writing competency are often used at the college level for a variety of educational, programmatic, and research purposes. Although such tests may have been validated on hearing populations, it cannot be assumed that they validly assess the writing competency of deaf and hard-of-hearing students. This study used a direct criterion measure of writing competency to determine the criterion validity of two indirect measures of writin…
Kitchen Notes, "the Grapevine", and Other Writing in Childhood
In semistructured interviews, 20 men and 20 women (10 deaf and 10 hearing) between the ages of 18 and 28 recalled instances of instrumental, social, and expressive writing from their childhood. In contrast to earlier research, we found that instrumental writing occurred as frequently between deaf children and their hearing parents as between deaf children and their deaf parents and that all homes with a deaf family member had telecommunication de…
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with olde…
Hearing Impairment and Communication (3 works) · Psychology (3 works) · Hearing loss (2 works) · Linguistics (2 works) · Audiology (1 work) · Comprehension (1 work) · Developmental psychology (1 work) · Discourse Analysis in Language Studies (1 work) · Language, Metaphor, and Cognition (1 work) · Literacy (1 work)