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href="https://healthfoodinnovationmanagement.academia.edu/AnkeSnoek"><img class="profile-avatar u-positionAbsolute" alt="Anke Snoek" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/263231/55294/918019/s200_anke.snoek.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://healthfoodinnovationmanagement.academia.edu/AnkeSnoek">Anke Snoek</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Maastricht University, Faculty of Health Medicine and Life sciences</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/ElskeWits"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/ElskeWits">Elske Wits</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/ErikJanDeWilde"><img class="profile-avatar u-positionAbsolute" alt="Erik Jan De Wilde" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/37553865/75752153/64267248/s200_erik_jan_de.wilde.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/ErikJanDeWilde">Erik Jan De Wilde</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://radboud.academia.edu/TonMooij"><img class="profile-avatar u-positionAbsolute" alt="Ton Mooij" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/42834/13844/35079078/s200_ton.mooij.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://radboud.academia.edu/TonMooij">Ton Mooij</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Radboud University Nijmegen</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://uva.academia.edu/CVanDerPut"><img class="profile-avatar u-positionAbsolute" 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Van Der Put</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Amsterdam</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://rug.academia.edu/ArieGlebbeek"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://rug.academia.edu/ArieGlebbeek">Arie Glebbeek</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of Groningen</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/MariekeMeeuwisse"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" 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Universiteit Amsterdam</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://independent.academia.edu/MariskaVelderman"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://independent.academia.edu/MariskaVelderman">Mariska Velderman</a></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ugent.academia.edu/GwendolynPortzky"><img class="profile-avatar u-positionAbsolute" border="0" alt="" src="//a.academia-assets.com/images/s200_no_pic.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ugent.academia.edu/GwendolynPortzky">Gwendolyn Portzky</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Ghent University</p></div></div></ul></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Harry Knoors</h3></div><div class="js-work-strip profile--work_container" data-work-id="125417557"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125417557/School_als_een_beschermende_factor_in_de_sociaal_emotionele_ontwikkeling_van_dove_kinderen"><img alt="Research paper thumbnail of School als een beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen" class="work-thumbnail" src="https://attachments.academia-assets.com/119464552/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125417557/School_als_een_beschermende_factor_in_de_sociaal_emotionele_ontwikkeling_van_dove_kinderen">School als een beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Enkele jaren geleden lieten Dovenschap en de FODOK een onderzoek uitvoeren naar de mening van oud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Enkele jaren geleden lieten Dovenschap en de FODOK een onderzoek uitvoeren naar de mening van ouders en van dove volwassenen over de kwaliteit van het onderwijs aan ernstig slechthorende en dove kinderen. Rochelle Welvaart concludeert in het onderzoeksverslag: "Het onderwijs voor dove kinderen moet niet stil staan bij de beperkingen van het kind, maar een stap verder gaan. Er is geen verschil in intelligentie tussen horende en dove kinderen, waarom dan wel verschil in prestaties?" (Welvaart, 2005, 71). Er valt veel voor te zeggen dat het onderwijs zich juist moet richten op het benutten en vergroten van het potentieel van dove kinderen en niet zozeer de beper-School als beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen Dove en ernstige slechthorende kinderen lopen grote risico's in hun sociaal emotionele ontwikkeling. Harry Knoors beschrijft in dit artikel die risico's. Vervolgens schetst hij de mogelijkheden die scholen hebben om preventief te werken en daarmee psychische problemen te voorkomen. De professionele school kan het kind op die manier voor tegen grote problemen beschermen.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2a6a1590873b5072b25abc8ed52b007" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464552,"asset_id":125417557,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464552/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417557"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417557; 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They frequently enter and leave school with less content knowledge than their hearing peers. The resulting academic underachievement—and explanations for it—have persisted for decades. Even large-scale studies have accounted for only a fraction of the total variability in DHH learners’ academic achievement. It has been argued that teachers and instructional issues likely explain most of this variability, yet we have failed to capture ways of documenting or measuring that impact. Language abilities are central to DHH learners’ academic progress, but several language-related factors associated with it in earlier grades do not predict later achievement. Convergence of these achievement and language issues is not coincidental, but indicates possible sources of such findings and offers new directions toward understanding challenges to both DHH learners’ acad...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417554"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417554"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417554; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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Mijnheer de rector-magnificu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Regulier basisonderwijs voor dove kinderen: een lonkend perspectief? Mijnheer de rector-magnificus, geachte toehoorders, in het midden van de jaren zeventig van de 20 ste eeuw is in veel landen, waaronder Nederland, een krachtige en brede emancipatiebeweging van dove mensen op gang gekomen. Deze beweging spitst zich in ons land toe op de strijd om de erkenning van de Nederlandse Gebarentaal. De Commissie Nederlandse Gebarentaal, in 1996 ingesteld door de toenmalige staatssecretarissen van Onderwijs en van Welzijn, heeft in haar rapport "Meer dan een gebaar" uit 1997 erop gewezen, dat doven mensen zijn met een functiebeperking, maar ook leden van een culturele en talige minderheid. De gemeenschappelijke gebarentaal is zeker zo'n belangrijk bindend element als de gemeenschappelijke functiebeperking. Maatregelen van opeenvolgende kabinetten hebben sinds het uitkomen van het rapport de maatschappelijke erkenning van de Nederlandse Gebarentaal zeker bevorderd. Helaas is de formele juridische erkenning uitgebleven, niettegenstaande het feit dat in een aantal Europese landen deze erkenning wel degelijk geregeld is. De maatschappelijke erkenning en de grotere zichtbaarheid van dove mensen en hun taal in bijvoorbeeld de media, hebben de integratie en participatie van doven zonder enige twijfel gestimuleerd. Een van de domeinen waar deze participatie echter nog tekortschiet is het onderwijs en dan met name het basisonderwijs. Slechts een klein percentage van alle dove kinderen volgt onderwijs op reguliere basisscholen. Overwegend zijn dove kinderen, ook degenen zonder ernstige meervoudige beperkingen, aangewezen op scholen voor speciaal onderwijs. De redenen hiervoor, de wenselijkheid om plaatsing in het basisonderwijs te bevorderen en de mogelijkheden hiertoe vormen het onderwerp van deze rede. 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E...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">‘Prematuur’ betekent ‘te vroeg geboren’, dat wil zeggen na een zwangerschapsduur &lt; 37 weken. Een voldragen zwangerschap eindigt na 37-42 weken; er wordt dan gesproken van een ‘a terme’ geboorte. Bij prematuren wordt nog een aparte categorie onderscheiden: de ernstige prematuren, geboren na een zwangerschapsduur &lt; 32 weken.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417545"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417545"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417545; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125417545]").text(description); 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One of the founding fathers of international sign language research, Tervoort was Emeritus Professor at the University of Amsterdam. In 1950, Tervoort, a Catholic priest at that time, finished his studies in theology and linguistics. He was looking for a topic for his PhD project. He visited the Instituut voor Doven [Institute for the Deaf] in Sint-Michielsgestel and attended several lessons. Tervoort noticed that the deaf pupils signed among themselves in spite of the fact that spoken language was the instructional language. He became interested in the communication system of deaf children and decided to make this the topic of his PhD research. Tervoort finished his thesis in 1953. It entailed a structural analysis of visual language use within a group of deaf children. He described this visual language as an esoteric communication system. He did not label it as a sign language. This had to wait for William Stokoe. Instead, Tervoort contrasted the visual esoteric communication system with the exoteric system, spoken Dutch. However, his thesis ends with an impressive appeal from the researcher to the teacher of the deaf: ''If you want deaf children to learn your language, you first have to learn theirs.'' This advice made Tervoort the first scholar to advocate bilingual education for deaf children, and in this respect he was way ahead of the entire field of deaf education. Tervoort continued his research between 1958 and 1967 with a huge follow-up study that involved Dutch, Belgian, and American schools for the deaf. Results were published in articles such as ''Esoteric Symbolism in the Communication Behavior of Young Deaf Children'' and ''You Me Downtown Movie Fun. '' In 1964, Tervoort received an honorary doctorate from Gallaudet College in Washington for his research. Until that year Tervoort held various positions at the Instituut voor Doven, but in 1964 he left office. Tervoort</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7f5520bb4ffaeb6003ef555bd6389671" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464547,"asset_id":125417543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464547/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417543; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125417542"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals"><img alt="Research paper thumbnail of On the relation between the signing and reading skills of deaf bilinguals" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals">On the relation between the signing and reading skills of deaf bilinguals</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... their syntactic skills in ASL, and collected various ratings of print exposure and speech use...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... their syntactic skills in ASL, and collected various ratings of print exposure and speech use and ... syntactic proficiency plays a crucial role in the development of skilled reading of deaf bilinguals. ... View all notes. the important question then is how syntactic skills in sign language can ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417542"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125417542]").text(description); $(".js-view-count[data-work-id=125417542]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125417542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125417542']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125417542]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125417542,"title":"On the relation between the signing and reading skills of deaf bilinguals","internal_url":"https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals","owner_id":249908186,"coauthors_can_edit":true,"owner":{"id":249908186,"first_name":"Harry","middle_initials":null,"last_name":"Knoors","page_name":"HarryKnoors","domain_name":"independent","created_at":"2022-12-14T05:47:29.689-08:00","display_name":"Harry Knoors","url":"https://independent.academia.edu/HarryKnoors"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125417518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125417518/Educational_Responses_to_Varying_Objectives_of_Parents_of_Deaf_Children_A_Dutch_Perspective"><img alt="Research paper thumbnail of Educational Responses to Varying Objectives of Parents of Deaf Children: A Dutch Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/119464537/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125417518/Educational_Responses_to_Varying_Objectives_of_Parents_of_Deaf_Children_A_Dutch_Perspective">Educational Responses to Varying Objectives of Parents of Deaf Children: A Dutch Perspective</a></div><div class="wp-workCard_item"><span>Journal of Deaf Studies and Deaf Education</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 1999, Mary Brennan wrote ''By recognising the child as, in effect, a 'little linguist' we are ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 1999, Mary Brennan wrote ''By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity'' . The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential and to enhance the use of this capacity in academic and social learning. This leads to the issue of the identification of the right language and instructional mix for deaf children, the topic that is addressed in this article. Essential in this process of identification are the educational objectives parents of deaf children have and the choices they make. This is related to a second issue, that of professional advice. Both issues are characterized by several dilemmas. These dilemmas are illustrated and directions are put forward that will enable educators to negotiate these dilemmas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="389672b4a42dc35ff3e9c2a9b2083888" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464537,"asset_id":125417518,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464537/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417518; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201214"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201214/Predicting_variation_in_word_decoding_development_in_deaf_and_hard_of_hearing_children"><img alt="Research paper thumbnail of Predicting variation in word decoding development in deaf and hard-of-hearing children" class="work-thumbnail" src="https://attachments.academia-assets.com/117690524/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201214/Predicting_variation_in_word_decoding_development_in_deaf_and_hard_of_hearing_children">Predicting variation in word decoding development in deaf and hard-of-hearing children</a></div><div class="wp-workCard_item"><span>Reading and Writing</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade. Outcomes and results: The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3,...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9520b018ef2dc9803f046b40d8415ed2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690524,"asset_id":123201214,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690524/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201214"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201214"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201214; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201213"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201213/Predictors_of_Word_and_Text_Reading_Fluency_of_Deaf_Children_in_Bilingual_Deaf_Education_Programmes"><img alt="Research paper thumbnail of Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes" class="work-thumbnail" src="https://attachments.academia-assets.com/117690523/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201213/Predictors_of_Word_and_Text_Reading_Fluency_of_Deaf_Children_in_Bilingual_Deaf_Education_Programmes">Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes</a></div><div class="wp-workCard_item"><span>Languages</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading continues to be a challenging task for most deaf children. Bimodal bilingual education cr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. W...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5078795de4f33744cbf37b0ac015a06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690523,"asset_id":123201213,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690523/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201213"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201213"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201213; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201212/Wellbeing_as_Capability_Findings_in_Hearing_Impaired_Adolescents_and_Young_Adults_With_a_Hearing_Aid_or_Cochlear_Implant"><img alt="Research paper thumbnail of Wellbeing as Capability: Findings in Hearing-Impaired Adolescents and Young Adults With a Hearing Aid or Cochlear Implant" class="work-thumbnail" src="https://attachments.academia-assets.com/117690557/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201212/Wellbeing_as_Capability_Findings_in_Hearing_Impaired_Adolescents_and_Young_Adults_With_a_Hearing_Aid_or_Cochlear_Implant">Wellbeing as Capability: Findings in Hearing-Impaired Adolescents and Young Adults With a Hearing Aid or Cochlear Implant</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the Western world, for deaf and hard-of-hearing children, hearing aids or cochlear implants ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the Western world, for deaf and hard-of-hearing children, hearing aids or cochlear implants are available to provide access to sound, with the overall goal of increasing their wellbeing. If and how this goal is achieved becomes increasingly multifarious when these children reach adolescence and young adulthood and start to participate in society in other ways. An approach to wellbeing that includes personal differences and the relative advantages and disadvantages that people have, is the capability approach, as developed by Nobel Prize laureate Amartya Sen. Capability is the set of real opportunities people have to do and be things they have reason to value. We interviewed 59 young people, aged 13 through 25, with cochlear implants (37) or hearing aids (22) to capture their capability. We found that their hearing devices enabled them to actively participate in a predominantly hearing society, with few differences between cochlear implant and hearing aid recipients. They did, how...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d05c2eff07d2c46e47755751bb67c660" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690557,"asset_id":123201212,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690557/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201212; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="17800038" id="papers"><div class="js-work-strip profile--work_container" data-work-id="125417557"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125417557/School_als_een_beschermende_factor_in_de_sociaal_emotionele_ontwikkeling_van_dove_kinderen"><img alt="Research paper thumbnail of School als een beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen" class="work-thumbnail" src="https://attachments.academia-assets.com/119464552/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125417557/School_als_een_beschermende_factor_in_de_sociaal_emotionele_ontwikkeling_van_dove_kinderen">School als een beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Enkele jaren geleden lieten Dovenschap en de FODOK een onderzoek uitvoeren naar de mening van oud...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Enkele jaren geleden lieten Dovenschap en de FODOK een onderzoek uitvoeren naar de mening van ouders en van dove volwassenen over de kwaliteit van het onderwijs aan ernstig slechthorende en dove kinderen. Rochelle Welvaart concludeert in het onderzoeksverslag: "Het onderwijs voor dove kinderen moet niet stil staan bij de beperkingen van het kind, maar een stap verder gaan. Er is geen verschil in intelligentie tussen horende en dove kinderen, waarom dan wel verschil in prestaties?" (Welvaart, 2005, 71). Er valt veel voor te zeggen dat het onderwijs zich juist moet richten op het benutten en vergroten van het potentieel van dove kinderen en niet zozeer de beper-School als beschermende factor in de sociaal-emotionele ontwikkeling van dove kinderen Dove en ernstige slechthorende kinderen lopen grote risico's in hun sociaal emotionele ontwikkeling. Harry Knoors beschrijft in dit artikel die risico's. Vervolgens schetst hij de mogelijkheden die scholen hebben om preventief te werken en daarmee psychische problemen te voorkomen. De professionele school kan het kind op die manier voor tegen grote problemen beschermen.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f2a6a1590873b5072b25abc8ed52b007" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464552,"asset_id":125417557,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464552/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417557"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417557"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417557; 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They frequently enter and leave school with less content knowledge than their hearing peers. The resulting academic underachievement—and explanations for it—have persisted for decades. Even large-scale studies have accounted for only a fraction of the total variability in DHH learners’ academic achievement. It has been argued that teachers and instructional issues likely explain most of this variability, yet we have failed to capture ways of documenting or measuring that impact. Language abilities are central to DHH learners’ academic progress, but several language-related factors associated with it in earlier grades do not predict later achievement. Convergence of these achievement and language issues is not coincidental, but indicates possible sources of such findings and offers new directions toward understanding challenges to both DHH learners’ acad...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417554"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417554"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417554; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); 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Mijnheer de rector-magnificu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Regulier basisonderwijs voor dove kinderen: een lonkend perspectief? Mijnheer de rector-magnificus, geachte toehoorders, in het midden van de jaren zeventig van de 20 ste eeuw is in veel landen, waaronder Nederland, een krachtige en brede emancipatiebeweging van dove mensen op gang gekomen. Deze beweging spitst zich in ons land toe op de strijd om de erkenning van de Nederlandse Gebarentaal. De Commissie Nederlandse Gebarentaal, in 1996 ingesteld door de toenmalige staatssecretarissen van Onderwijs en van Welzijn, heeft in haar rapport "Meer dan een gebaar" uit 1997 erop gewezen, dat doven mensen zijn met een functiebeperking, maar ook leden van een culturele en talige minderheid. De gemeenschappelijke gebarentaal is zeker zo'n belangrijk bindend element als de gemeenschappelijke functiebeperking. Maatregelen van opeenvolgende kabinetten hebben sinds het uitkomen van het rapport de maatschappelijke erkenning van de Nederlandse Gebarentaal zeker bevorderd. Helaas is de formele juridische erkenning uitgebleven, niettegenstaande het feit dat in een aantal Europese landen deze erkenning wel degelijk geregeld is. De maatschappelijke erkenning en de grotere zichtbaarheid van dove mensen en hun taal in bijvoorbeeld de media, hebben de integratie en participatie van doven zonder enige twijfel gestimuleerd. Een van de domeinen waar deze participatie echter nog tekortschiet is het onderwijs en dan met name het basisonderwijs. Slechts een klein percentage van alle dove kinderen volgt onderwijs op reguliere basisscholen. Overwegend zijn dove kinderen, ook degenen zonder ernstige meervoudige beperkingen, aangewezen op scholen voor speciaal onderwijs. De redenen hiervoor, de wenselijkheid om plaatsing in het basisonderwijs te bevorderen en de mogelijkheden hiertoe vormen het onderwerp van deze rede. 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E...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">‘Prematuur’ betekent ‘te vroeg geboren’, dat wil zeggen na een zwangerschapsduur &lt; 37 weken. Een voldragen zwangerschap eindigt na 37-42 weken; er wordt dan gesproken van een ‘a terme’ geboorte. Bij prematuren wordt nog een aparte categorie onderscheiden: de ernstige prematuren, geboren na een zwangerschapsduur &lt; 32 weken.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417545"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417545"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417545; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125417545]").text(description); 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One of the founding fathers of international sign language research, Tervoort was Emeritus Professor at the University of Amsterdam. In 1950, Tervoort, a Catholic priest at that time, finished his studies in theology and linguistics. He was looking for a topic for his PhD project. He visited the Instituut voor Doven [Institute for the Deaf] in Sint-Michielsgestel and attended several lessons. Tervoort noticed that the deaf pupils signed among themselves in spite of the fact that spoken language was the instructional language. He became interested in the communication system of deaf children and decided to make this the topic of his PhD research. Tervoort finished his thesis in 1953. It entailed a structural analysis of visual language use within a group of deaf children. He described this visual language as an esoteric communication system. He did not label it as a sign language. This had to wait for William Stokoe. Instead, Tervoort contrasted the visual esoteric communication system with the exoteric system, spoken Dutch. However, his thesis ends with an impressive appeal from the researcher to the teacher of the deaf: ''If you want deaf children to learn your language, you first have to learn theirs.'' This advice made Tervoort the first scholar to advocate bilingual education for deaf children, and in this respect he was way ahead of the entire field of deaf education. Tervoort continued his research between 1958 and 1967 with a huge follow-up study that involved Dutch, Belgian, and American schools for the deaf. Results were published in articles such as ''Esoteric Symbolism in the Communication Behavior of Young Deaf Children'' and ''You Me Downtown Movie Fun. '' In 1964, Tervoort received an honorary doctorate from Gallaudet College in Washington for his research. Until that year Tervoort held various positions at the Instituut voor Doven, but in 1964 he left office. Tervoort</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7f5520bb4ffaeb6003ef555bd6389671" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464547,"asset_id":125417543,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464547/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417543"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417543; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125417542"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals"><img alt="Research paper thumbnail of On the relation between the signing and reading skills of deaf bilinguals" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals">On the relation between the signing and reading skills of deaf bilinguals</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">... their syntactic skills in ASL, and collected various ratings of print exposure and speech use...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">... their syntactic skills in ASL, and collected various ratings of print exposure and speech use and ... syntactic proficiency plays a crucial role in the development of skilled reading of deaf bilinguals. ... View all notes. the important question then is how syntactic skills in sign language can ...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417542"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=125417542]").text(description); $(".js-view-count[data-work-id=125417542]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 125417542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='125417542']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=125417542]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":125417542,"title":"On the relation between the signing and reading skills of deaf bilinguals","internal_url":"https://www.academia.edu/125417542/On_the_relation_between_the_signing_and_reading_skills_of_deaf_bilinguals","owner_id":249908186,"coauthors_can_edit":true,"owner":{"id":249908186,"first_name":"Harry","middle_initials":null,"last_name":"Knoors","page_name":"HarryKnoors","domain_name":"independent","created_at":"2022-12-14T05:47:29.689-08:00","display_name":"Harry Knoors","url":"https://independent.academia.edu/HarryKnoors"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="125417518"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/125417518/Educational_Responses_to_Varying_Objectives_of_Parents_of_Deaf_Children_A_Dutch_Perspective"><img alt="Research paper thumbnail of Educational Responses to Varying Objectives of Parents of Deaf Children: A Dutch Perspective" class="work-thumbnail" src="https://attachments.academia-assets.com/119464537/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/125417518/Educational_Responses_to_Varying_Objectives_of_Parents_of_Deaf_Children_A_Dutch_Perspective">Educational Responses to Varying Objectives of Parents of Deaf Children: A Dutch Perspective</a></div><div class="wp-workCard_item"><span>Journal of Deaf Studies and Deaf Education</span><span>, 2007</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In 1999, Mary Brennan wrote ''By recognising the child as, in effect, a 'little linguist' we are ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In 1999, Mary Brennan wrote ''By recognising the child as, in effect, a 'little linguist' we are also recognising the power and effectiveness of the child's linguistic capacity'' . The recognition of the power and effectiveness of deaf children's linguistic capacity needs to be taken a step further. Focus should be on the conditions in the children's environments necessary to develop their linguistic capacity to its fullest potential and to enhance the use of this capacity in academic and social learning. This leads to the issue of the identification of the right language and instructional mix for deaf children, the topic that is addressed in this article. Essential in this process of identification are the educational objectives parents of deaf children have and the choices they make. This is related to a second issue, that of professional advice. Both issues are characterized by several dilemmas. These dilemmas are illustrated and directions are put forward that will enable educators to negotiate these dilemmas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="389672b4a42dc35ff3e9c2a9b2083888" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":119464537,"asset_id":125417518,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/119464537/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="125417518"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="125417518"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 125417518; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201214"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201214/Predicting_variation_in_word_decoding_development_in_deaf_and_hard_of_hearing_children"><img alt="Research paper thumbnail of Predicting variation in word decoding development in deaf and hard-of-hearing children" class="work-thumbnail" src="https://attachments.academia-assets.com/117690524/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201214/Predicting_variation_in_word_decoding_development_in_deaf_and_hard_of_hearing_children">Predicting variation in word decoding development in deaf and hard-of-hearing children</a></div><div class="wp-workCard_item"><span>Reading and Writing</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Background: Deaf and hard-of-hearing (DHH) children may experience difficulties in word decoding development. Aims: We aimed to compare and predict the incremental word decoding development in first grade in Dutch DHH and hearing children, as a function of kindergarten reading precursors. Methods and procedures: In this study, 25 DHH, and 41 hearing children participated. Kindergarten measures were phonological awareness (PA), letter knowledge (LK), rapid naming (RAN), and verbal short-term memory (VSTM). Word decoding (WD) was assessed at three consecutive time points (WD1, 2, 3) during reading instruction in first grade. Outcomes and results: The hearing children scored higher than the DHH children on PA and VSTM only, although the distribution of WD scores differed between the groups. At WD1, PA and RAN predicted WD efficiency in both groups; but PA was a stronger predictor for hearing children. At WD2, LK, RAN, and the autoregressor were predictors for both groups. While at WD3,...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9520b018ef2dc9803f046b40d8415ed2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690524,"asset_id":123201214,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690524/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201214"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201214"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201214; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201213"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201213/Predictors_of_Word_and_Text_Reading_Fluency_of_Deaf_Children_in_Bilingual_Deaf_Education_Programmes"><img alt="Research paper thumbnail of Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes" class="work-thumbnail" src="https://attachments.academia-assets.com/117690523/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201213/Predictors_of_Word_and_Text_Reading_Fluency_of_Deaf_Children_in_Bilingual_Deaf_Education_Programmes">Predictors of Word and Text Reading Fluency of Deaf Children in Bilingual Deaf Education Programmes</a></div><div class="wp-workCard_item"><span>Languages</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Reading continues to be a challenging task for most deaf children. Bimodal bilingual education cr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Reading continues to be a challenging task for most deaf children. Bimodal bilingual education creates a supportive environment that stimulates deaf children’s learning through the use of sign language. However, it is still unclear how exposure to sign language might contribute to improving reading ability. Here, we investigate the relative contribution of several cognitive and linguistic variables to the development of word and text reading fluency in deaf children in bimodal bilingual education programmes. The participants of this study were 62 school-aged (8 to 10 years old at the start of the 3-year study) deaf children who took part in bilingual education (using Dutch and Sign Language of The Netherlands) and 40 age-matched hearing children. We assessed vocabulary knowledge in speech and sign, phonological awareness in speech and sign, receptive fingerspelling ability, and short-term memory at time 1 (T1). At times 2 (T2) and 3 (T3), we assessed word and text reading fluency. W...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a5078795de4f33744cbf37b0ac015a06" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690523,"asset_id":123201213,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690523/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201213"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201213"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201213; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="123201212"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/123201212/Wellbeing_as_Capability_Findings_in_Hearing_Impaired_Adolescents_and_Young_Adults_With_a_Hearing_Aid_or_Cochlear_Implant"><img alt="Research paper thumbnail of Wellbeing as Capability: Findings in Hearing-Impaired Adolescents and Young Adults With a Hearing Aid or Cochlear Implant" class="work-thumbnail" src="https://attachments.academia-assets.com/117690557/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/123201212/Wellbeing_as_Capability_Findings_in_Hearing_Impaired_Adolescents_and_Young_Adults_With_a_Hearing_Aid_or_Cochlear_Implant">Wellbeing as Capability: Findings in Hearing-Impaired Adolescents and Young Adults With a Hearing Aid or Cochlear Implant</a></div><div class="wp-workCard_item"><span>Frontiers in Psychology</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the Western world, for deaf and hard-of-hearing children, hearing aids or cochlear implants ar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the Western world, for deaf and hard-of-hearing children, hearing aids or cochlear implants are available to provide access to sound, with the overall goal of increasing their wellbeing. If and how this goal is achieved becomes increasingly multifarious when these children reach adolescence and young adulthood and start to participate in society in other ways. An approach to wellbeing that includes personal differences and the relative advantages and disadvantages that people have, is the capability approach, as developed by Nobel Prize laureate Amartya Sen. Capability is the set of real opportunities people have to do and be things they have reason to value. We interviewed 59 young people, aged 13 through 25, with cochlear implants (37) or hearing aids (22) to capture their capability. We found that their hearing devices enabled them to actively participate in a predominantly hearing society, with few differences between cochlear implant and hearing aid recipients. They did, how...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d05c2eff07d2c46e47755751bb67c660" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":117690557,"asset_id":123201212,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/117690557/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="123201212"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="123201212"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 123201212; 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