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Table of Contents

  1. Remembering and Debating Harlan Lane
  2. Peter V. Paul
  3. pp. 525-530
  4. DOI: https://doi.org/10.1353/aad.2020.0000
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  1. Do d/Deaf and Hard of Hearing Children Need Access to a Spoken Phonology to Learn to Read? A Narrative Meta-Analysis
  2. Khalid N. Alasim, Faisl M. Alqraini
  3. pp. 531-545
  4. DOI: https://doi.org/10.1353/aad.2020.0001
  5. restricted access
  1. Cochlear Implants in Congenitally Deaf Children: A Discussion Built on Rights-Based Arguments
  2. Tainá Garcia Maia
  3. pp. 546-559
  4. DOI: https://doi.org/10.1353/aad.2020.0002
  5. restricted access
  1. English Literacy Outcomes in Sign Bilingual Programs: Current State of the Knowledge
  2. Connie Mayer, Beverly J. Trezek
  3. pp. 560-576
  4. DOI: https://doi.org/10.1353/aad.2020.0003
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  1. Invited Article: The Bright Triad and Five Propositions: Toward a Vygotskian Framework for Deaf Pedagogy and Research
  2. Michael E. Skyer
  3. pp. 577-591
  4. DOI: https://doi.org/10.1353/aad.2020.0004
  5. restricted access
  1. Implications of a Sight Word Intervention for Deaf Students
  2. Jodi L. Falk, Kristin Anderson Di Perri, Amanda Howerton-Fox, Carly Jezik
  3. pp. 592-607
  4. DOI: https://doi.org/10.1353/aad.2020.0005
  5. restricted access
  1. Annual Index 2019–2020
  3. pp. 608-611
  4. DOI: https://doi.org/10.1353/aad.2020.0006
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