VIDBE-Q Volume 68 Issue 1
Pijnacker, J., Vervloed, M., & Steenbergen, B. (2012). Pragmatic abilities in
children with congenital visual impairment: An exploration of non-literal
language and advanced theory of mind understanding. Journal of Autism &
Developmental Disorders, 42(11), 2440–2449. https://doi-
org.mimas.calstatela.edu/10.1007/s10803-012-1500-5
Silverman, R. D., Johnson, E., Keane, K., & Khanna, S. (2020). Beyond decoding:
A meta‐analysis of the effects of language comprehension interventions on
K–5 students' language and literacy outcomes. Reading Research Quarterly,
55, S207–S233. https://doi-org.mimas.calstatela.edu/10.1002/rrq.346
Vervloed, M. P. J., Loijens, N. E. A., & Waller, S. E. (2014). Teaching the
meaning of words to children with visual impairments. Journal of Visual
Impairment & Blindness, 108(5), 433–438.
https://doi.org/10.1177/0145482X1410800508
Wall Emerson, R., Holbrook, M. C., & D'Andrea, F. M. (2009). Acquisition of
literacy skills by young children who are blind: Results from the ABC
braille study. Journal of Visual Impairment & Blindness, 103(10), 610–624.
https://doi.org/10.1177/0145482X0910301005
