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The impact of strategies used in the balanced literacy approach on story grammar acquisition of three Turkish students with hearing loss: an action research study

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dc.contributor.authorUZUNER, YILDIZ
dc.contributor.orcid0000-0001-6477-2593
dc.date.accessioned2025-11-13T21:27:24Z
dc.date.issued2006-12-11
dc.identifier.doihttps://doi.org/10.1002/dei.208
dc.identifier.endpage44
dc.identifier.issn1464-3154
dc.identifier.issue1
dc.identifier.openalexW1993760310
dc.identifier.startpage24
dc.identifier.urihttps://hdl.handle.net/11421/13490
dc.identifier.urihttps://doi.org/10.1002/dei.208
dc.identifier.volume9
dc.language.isoen
dc.relation.ispartofDeafness & Education International
dc.rightsrestrictedAccess
dc.subjectTurkish
dc.subjectGrammar
dc.subjectLiteracy
dc.subjectPsychology
dc.subjectAction research
dc.subjectAction (physics)
dc.subjectTest (biology)
dc.subjectMathematics education
dc.subjectIntervention (counseling)
dc.subjectPedagogy
dc.subjectLinguistics
dc.subject.sdg4
dc.titleThe impact of strategies used in the balanced literacy approach on story grammar acquisition of three Turkish students with hearing loss: an action research study
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5004007438

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