Table of Contents Author Guidelines Submit a Manuscript
Education Research International
Volume 2018, Article ID 2139626, 10 pages
https://doi.org/10.1155/2018/2139626
Research Article

The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities

1Communication Disorders, University of Arkansas, 606 N. Razorback Road, Fayetteville, AR 72701, USA
2Department of Curriculum & Instruction, University of Connecticut, 249 Glenbrook Road, Storrs, CT 06269, USA
3Education of the Deaf and Hard of Hearing, University of Tennessee, 1122 Volunteer Blvd., BEC A214, Knoxville, TN 37996, USA
4Washington School for the Deaf, 611 Grand Blvd., Vancouver, WA 98661, USA

Correspondence should be addressed to Lisa M. Bowers; ude.krau@srewobml

Received 21 October 2017; Accepted 10 January 2018; Published 13 March 2018

Academic Editor: Darcy Miller

Copyright © 2018 Lisa M. Bowers et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

How to Cite this Article

Lisa M. Bowers, Hannah Dostal, Kimberly A. Wolbers, and Shannon C. Graham, “The Assessment of Written Phrasal Constructs and Grammar of Deaf and Hard of Hearing Students with Varying Expressive Language Abilities,” Education Research International, vol. 2018, Article ID 2139626, 10 pages, 2018. https://doi.org/10.1155/2018/2139626.