How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?

Amy Louise SchwarzDepartment of Communication Disorders, Texas State University, San Marcos, TX, USACorrespondence[email protected]

http://orcid.org/0000-0001-5883-6327 View further author information

Jennifer GuajardoDepartment of Communication Disorders, Texas State University, San Marcos, TX, USAView further author information

Rebecca HartDepartment of Communication Disorders, Texas State University, San Marcos, TX, USAView further author information

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Amy Louise Schwarz, Meagan Jurica, Charlsa Matson, Rachel Stiller, Taylor Webb-Culver & Hervé Abdi. (2020) Storybook selection criteria used by teachers of d/Deaf and hard-of-hearing prereaders communicating in English. Deafness & Education International 22:3, pages 176-211.
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Amy Louise Schwarz, Jennifer Guajardo & Rebecca Hart. (2020) How do communication modes of d/Deaf and hard-of-hearing prereaders influence the amount of storybook text teachers report reading during read alouds?. Deafness & Education International 22:1, pages 27-56.
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How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?

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How do communication modes of deaf and hard-of-hearing prereaders influence teachers' read-aloud goals?

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