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Palabras clave – provistas por la editorial

english learner (EL); English language development; cued speech; reading interventions; age of acquisition; language; deaf multilingual learner (DML); reading instruction; assessment; language development; demography; professional literature review; signing systems; d/Deaf and hard of hearing children with additional disabilities; learning disabilities; deaf with disabilities; autism spectrum disorder; deafness; simple view of reading; cochlear implants; d/Deaf and hard of hearing children; sign bilingualism; biopsychosocial systems theory; writing interventions; d/Deaf and hard of hearing students; inclusive education classroom; literacy; reading development; d/Deaf and hard of hearing; d/Deaf and hard of hearing multilingual learners; critical period for language; English literacy development; American Sign Language; deaf; writing development; developmental framework; language and literacy; intellectual disabilities; spoken language development; simple view of writing; writing instruction; deafblind; listening and spoken language; cognition; d/Deaf multilingual learners; developmental similarity hypothesis; hard of hearing; ableism; deaf education; American sign language assessment; digital hearing aids