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Peer reviewedAndrews, Jean F. – Exceptional Children, 1988
The reciprocal teaching procedure, which involves interactive dialogue and teacher modeling, was used to teach prereading skills (finger spelling, book reading, story retelling, and word recognition) to 23 prelingually deaf kindergarten and first-grade students. Pre-post test analyses showed that gains were made in letter, word, and story…
Descriptors: Congenital Impairments, Deafness, Finger Spelling, Interaction
