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  • 1.
    Andersson, Ulf
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognitive Psychology.
    Lyxell, Björn
    Linköping University, Department of Behavioural Sciences.
    Rönnberg, Jerker
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Spens, K-E.
    Cognitive skills and chronological age related to visual tactile supported visual speech understanding2001In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 6, p. 116-129Article in journal (Refereed)
  • 2.
    Holmer, Emil
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Heimann, Mikael
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Rudner, Mary
    Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Computerized Sign Language-Based Literacy Trainingfor Deaf and Hard-of-Hearing Children2017In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 22, no 4, p. 404-421Article in journal (Refereed)
    Abstract [en]

    Strengthening the connections between sign language and written language may improve reading skills in deaf and hard-of-hearing (DHH) signing children. The main aim of the present study was to investigate whether computerized sign language-based literacy training improves reading skills in DHH signing children who are learning to read. Further, longitudinal associations between sign language skills and developing reading skills were investigated. Participants were recruited from Swedish state special schools for DHH children, where pupils are taught in both sign language and spoken language. Reading skills were assessed at five occasions and the intervention was implemented in a cross-over design. Results indicated that reading skills improved over time and that development of word reading was predicted by the ability to imitate unfamiliar lexical signs, but there was only weak evidence that it was supported by the intervention. These results demonstrate for the first time a longitudinal link between sign-based abilities and word reading in DHH signing children who are learning to read. We suggest that the active construction of novel lexical forms may be a supramodal mechanism underlying word reading development.

  • 3.
    Rudner, Mary
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Cognition, Development and Disability. Linköping University, Faculty of Arts and Sciences.
    Rönnberg, Jerker
    Linköping University, The Swedish Institute for Disability Research. Linköping University, Department of Behavioural Sciences and Learning, Disability Research. Linköping University, Faculty of Arts and Sciences.
    Explicit processing demands reveal language modality specific organization of working memory2008In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 13, no 4, p. 466-484Article in journal (Refereed)
    Abstract [en]

    The working memory model for Ease of Language Understanding(ELU) predicts that processing differences between languagemodalities emerge when cognitive demands are explicit. Thisprediction was tested in three working memory experiments withparticipants who were Deaf Signers (DS), Hearing Signers (HS),or Hearing Nonsigners (HN). Easily nameable pictures were usedas stimuli to avoid confounds relating to sensory modality.Performance was largely similar for DS, HS, and HN, suggestingthat previously identified intermodal differences may be dueto differences in retention of sensory information. When explicitprocessing demands were high, differences emerged between DSand HN, suggesting that although working memory storage in bothgroups is sensitive to temporal organization, retrieval is notsensitive to temporal organization in DS. A general effect ofsemantic similarity was also found. These findings are discussedin relation to the ELU model.

  • 4.
    Rönnberg, Jerker
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Andersson, U.
    Lyxell, Björn
    Spens, K-E.
    A follow-up study on the effects of speech tracking training on visual speechreading of sentences and words: Cognitive prerequisites and chronological age2001In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Vol. 6, p. 116-129Article in journal (Refereed)
  • 5.
    Rönnberg, Jerker
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, The Swedish Institute for Disability Research.
    Andersson, U.
    Lyxell, Björn
    Spens, K-E.
    Cognitive predictors of visual speech understanding2001In: Journal of Deaf Studies and Deaf Education, ISSN 1081-4159, E-ISSN 1465-7325, Journal of deaf studies and deaf education., Vol. 6, p. 103-115Article in journal (Refereed)
1 - 5 of 5
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