The DOI matches its Crossref record; 11 of the 11 references it cites were found in a registry or an index.
The Language Proficiency Profile-2: Assessment of the Global Communication Skills of Deaf Children Across Languages and Modalities of Expression
Abstract
Data are presented from two studies that investigate the developmental trends and concurrent validity of a measure of language and communication skills for deaf children, the Language Proficiency Profile-2 (LPP-2), developed by Bebko and McKinnon (1993). The LPP-2 was designed to evaluate the overall linguistic/communicative skills of deaf children, independent of any specific language or modality of expression. It focuses on the totality of the children's communication skills. Experiment 1 investigated developmental trends of the LPP-2 for both deaf and hearing children, studying a combined sample of deaf and hearing children from the United States and Canada. Experiment 2 investigated the relationship between the LPP-2 and two commonly used measures to assess deaf children on language development (Preschool Language Scale-3) and early reading skills (Test of Early Reading Ability-Deaf/Hard-of-Hearing). Results from the two studies indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills.
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“if you assess a deaf child's language skills only on the basis of their speech or their signing skills, you do not get an accurate picture of their overall language skills, which include a wide range of communication methods [152].”
From Support for parents of deaf children: Common questions and informed, evidence-based answers (2019) · cites this paper as [152]
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Cites
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Self-citationMemory and rehearsal characteristics of profoundly deaf children
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Self-citationLanguage Proficiency and the Prediction of Spontaneous Rehearsal in Children Who Are Deaf
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Cited by
Most, T., Shina-August, E., & Meilijson, S. (2010) · The Journal of Deaf Studies and Deaf Education · doi:10.1093/deafed/enq032 · Cited by 165
Support for parents of deaf children: Common questions and informed, evidence-based answers
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“In fact, if you assess a deaf child's language skills only on the basis of their speech or their signing skills, you do not get an accurate picture of their overall language skills, which include a wide range of communication methods [152].”
BackgroundDeaf children's non-verbal working memory is impacted by their language experience
Marshall, C. R., Jones, A. C., Denmark, T., Mason, K., Atkinson, J. R., Botting, N., & Morgan, G. (2015) · Frontiers in Psychology · doi:10.3389/fpsyg.2015.00527 · Cited by 89
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Palm reversal errors in native-signing children with autism
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Metadata
- Authors
- Bebko, J. M.
- Affiliations
- York University (CA)
- Corresponding author
- Bebko, J. M.
- Venue
- Journal of Deaf Studies and Deaf Education
- Publisher
- Oxford University Press (OUP)
- Published
- 2003-10-01
- Volume
- 8
- Issue
- 4
- Pages
- 438-451
- ISSN
- 1081-4159 (ISSN-L)
- 1465-7325
- OpenAlex
- W2158528713
- Cited by
- 30
- References
- 11
- Citations by year
- 2024: 1 · 2023: 2 · 2022: 1 · 2021: 3 · 2020: 3 · 2019: 3 · 2018: 4 · 2017: 1 · 2016: 2 · 2015: 1 · 2014: 1 · 2013: 1 · 2012: 2
- FWCI
- 0.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Deaf Studies and Deaf Education (publishedVersion)
- PubMed (publishedVersion)
- Funders
- University of Washington
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Health Sciences › Health Professions › Speech and Hearing › Hearing Loss and Rehabilitation
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Keywords
- deaf children, language and communication skills, developmental trends, concurrent validity, early reading skills, English proficiency, hearing children comparison, student performance prediction
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