restricted access   Volume 140, Number 1, March 1995

Table of Contents

Editorial

Partially Funded Mandates

p. 3
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Letters to the Editor

Letters to the Editor

pp. 4-6
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Erratum

Erratum

p. 6
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Media Review

Infants and Toddlers with Hearing Loss (review)

p. 7
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Original Articles

The Effectiveness of an Interactive Instructional Context: Principles from the Parent-Child Interaction Literature

pp. 8-15
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Encouraging Faculty to Use Writing as a Tool to Foster Learning in the Disciplines Through Writing Across the Curriculum

pp. 16-22
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Efficiency of Screening Procedures for Assigning Levels of the Stanford Achievement Test (Eighth Edition): to Students who are Deaf or Hard of Hearing

pp. 23-27
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Cooperative Conversations: The Effect of Cooperative Learning on Conversational Interaction

pp. 28-37
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In-Service Trends: General Education Teachers Working with Educational Interpreters

pp. 38-46
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Language Preference and Communication Development of a Hearing and Deaf Twin Pair

pp. 47-55
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Preschool Teachers' Theoretical and Pedagogical Stances on the Language and Literacy Development of Deaf and Hard-of-Hearing Children: Implications for Teacher Preparation and In-Service Programs

pp. 56-64
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Technical Report: Service Provision under the Individuals with Disabilities Education Act — Part H, as Amended (IDEA — Part H): To Children Who Are Deaf and Hard of Hearing Ages Birth to 36 Months

pp. 65-70
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