Comparing guided, dialogic, and sign language instruction in deaf and hard-of-hearing students' narrative comprehension

Necla Işıkdoğan Uğurlu

Open source

DOI: 10.3389/fpsyg.2026.1982563
Published: 2026-10-20
Container: Frontiers in Psychology
Publisher: Frontiers Media SA
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1982563,
  title = {Comparing guided, dialogic, and sign language instruction in deaf and hard-of-hearing students' narrative comprehension},
  author = {Necla Işıkdoğan Uğurlu},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1982563},
  url = {https://doi.org/10.3389/fpsyg.2026.1982563}
}

RIS

TY  - JOUR
TI  - Comparing guided, dialogic, and sign language instruction in deaf and hard-of-hearing students' narrative comprehension
AU  - Necla Işıkdoğan Uğurlu
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1982563
UR  - https://doi.org/10.3389/fpsyg.2026.1982563
ER  -

APA

Uğurlu, N. I. (2026). Comparing guided, dialogic, and sign language instruction in deaf and hard-of-hearing students' narrative comprehension. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1982563

Source records

crossref · retrieved 2026-11-10T10:32:23.797Z