010false100true score desc 2gaptrue5mapcontentxmltrue50object_type_i,object_type_i_lookup,coverage_period_mt,geographic_area_mt,geographic_coordinates_mt,author_role_mt,contributor_role_mt,org_id_mt,org_role_mt,supervisor_mt,supervisor_id_mi,supervisor_id_mi_lookup,fields_of_research_mi,fields_of_research_mi_lookup,display_type_i,display_type_i_lookup,seo_code_mi,seo_code_mi_lookup,copyright_i,license_i,license_i_lookup,oa_compliance_t,oa_notes_t,grant_id_t,funding_body_t,description_of_resource_t,software_required_t,project_description_t,keywords_mt,project_name_t,project_id_t,isdatasetof_mt,isdatasetof_mt_lookup,notes_t,date_dt,xsd_display_option_mi,xsd_display_option_mi_lookup,file_downloads_i,created_date_dt,updated_date_dt,research_program_mt,title_t,depositor_i,isderivationof_mt,assigned_user_id_mt,assigned_group_id_mi,assigned_group_id_mi_lookup,isdatacomponentof_mt,isannotationof_mt,author_id_mi,author_id_mi_lookup,alternative_title_mt,pid_t,publisher_t,author_mt,contributor_mt,contributor_id_mi,contributor_id_mi_lookup,refereed_i,series_t,journal_name_t,newspaper_t,conference_name_t,book_title_t,identifier_mt,edition_t,subject_mi,subject_mi_lookup,place_of_publication_t,start_page_t,end_page_t,chapter_number_t,issue_number_t,volume_number_t,conference_dates_t,conference_location_t,patent_number_t,country_of_issue_t,description_t,date_available_dt,language_mt,phonetic_title_t,language_of_title_mt,translated_title_t,phonetic_journal_name_t,translated_journal_name_t,phonetic_book_title_t,translated_book_title_t,phonetic_newspaper_t,file_attachment_name_mt,translated_newspaper_t,phonetic_conference_name_t,translated_conference_name_t,issn_mt,isbn_mt,isi_loc_t,prn_t,output_availability_t,na_explanation_t,sensitivity_explanation_t,file_attachment_content_mt,org_unit_name_t,org_name_t,report_number_t,sequence_i,genre_t,genre_type_t,formatted_title_t,formatted_abstract_t,parent_publication_t,convener_t,ismemberof_mt,ismemberof_mt_lookup,link_mt,link_description_mt,rights_t,views_i,scopus_id_t,thomson_citation_count_i,gs_citation_count_i,gs_cited_by_link_t,scopus_citation_count_i,status_i,status_i_lookup,first_author_in_document_derived_t,first_author_in_fez_derived_t,ands_collection_type_t,start_date_dt,end_date_dt,access_conditions_t,extent_t,contact_details_email_mt,contact_details_physical_mt,loc_subject_heading_mt,depositor_affiliation_i,surrounding_features_mt,condition_mt,style_mt,period_mt,category_mt,subcategory_mt,structural_systems_mt,adt_id_t,subtype_t,language_of_parent_title_t,proceedings_title_t,file_description_mt,herdc_code_i,herdc_code_i_lookup,herdc_status_i,herdc_status_i_lookup,institutional_status_i,institutional_status_i_lookup,herdc_notes_t,follow_up_flags_i,follow_up_flags_i_lookup,follow_up_flags_imu_i,follow_up_flags_imu_i_lookup,scopus_doc_type_t,scopus_doc_type_t_lookup,wok_doc_type_t,wok_doc_type_t_lookup,conference_id_i,total_chapters_t,publisher_id_i,translated_proceedings_title_t,native_script_title_t,roman_script_title_t,native_script_book_title_t,roman_script_book_title_t,native_script_journal_name_t,roman_script_journal_name_t,native_script_conference_name_t,roman_script_conference_name_t,total_pages_t,native_script_proceedings_title_t,roman_script_proceedings_title_t,language_of_book_title_mt,language_of_journal_name_mt,language_of_proceedings_title_mt,doi_t,author_count_t,collection_year_dt,location_mt,building_materials_mt,architectural_features_mt,interior_features_mt,sherpa_colour_t,ain_detail_t,rj_2010_rank_t,rj_2010_title_t,rj_2012_rank_t,rj_2012_title_t,rc_2010_rank_t,rc_2010_title_t,herdc_code_description_t,score,citation_t1true60 (deafness AND status_i:(2)) 6display_type_idisplay_type_i_lookup_exactkeywords_mftdate_year_tauthor_id_miauthor_id_mi_lookup_exactauthor_mftjournal_name_t_ftsubject_misubject_mi_lookup_exactgenre_type_t_ftismemberof_mftismemberof_mt_lookup_exactsubtype_t_ftscopus_doc_type_t_ftscopus_doc_type_t_lookup_exact(_authlister_t:(1)) AND (status_i:(2)) 34232006-01-01T00:00:00Z36192008-07-02T13:09:51ZGalileo y Urbano VIII. La trama del equívocobibliuned:Endoxa-2006D6823C09-576D-E455-DEAF-519D1FB7ABA20Doctoral Thesis5612<a class="citation_author_name" title="Browse by Author Name for Beltrán Marí, Antonio" href="/fez37/public/list/author/Beltrán Marí, Antonio/">Beltrán Marí, Antonio</a> . (<span class="citation_date">2006</span>) <a class="citation_title" title="Click to view : Galileo y Urbano VIII. La trama del equívoco" href="/fez37/public/view/bibliuned:Endoxa-2006D6823C09-576D-E455-DEAF-519D1FB7ABA2">Galileo y Urbano VIII. La trama del equívoco</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/015164FilosofíaUNEDBeltrán Marí, Antoniohttp://e-spacio.uned.es/fez/view.php?pid=bibliuned:Endoxa-2006D6823C09-576D-E455-DEAF-519D1FB7ABA2bibliuned:Endoxa-2006D6823C09-576D-E455-DEAF-519D1FB7ABA2spagalileo_urbano.pdfbibliuned:Endoxa-2006-numero21bibliuned:Setopenairebibliuned:SetarticuloEndoxa. Año 2006, n. 21Set de openaireSet de artículoBeltrán MaríAcceso abierto1.269108834232003-01-01T00:00:00Z2852014-05-07T23:19:27ZConstrucción de un sistema de valoración psicoeducativa para anees sordociegos = Configuration of an assessment system to apply on deaf-blind special needs studentsbibliuned:revistaREOP-2003-14-1-55850Doctoral Thesis4732<a class="citation_author_name" title="Browse by Author Name for Sánchez, J. Inmaculada" href="/fez37/public/list/author/Sánchez, J. Inmaculada/">Sánchez, J. Inmaculada</a> . (<span class="citation_date">2003</span>) <a class="citation_title" title="Click to view : Construcción de un sistema de valoración psicoeducativa para anees sordociegos = Configuration of an assessment system to apply on deaf-blind special needs students" href="/fez37/public/view/bibliuned:revistaREOP-2003-14-1-5585">Construcción de un sistema de valoración psicoeducativa para anees sordociegos = Configuration of an assessment system to apply on deaf-blind special needs students</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)Sánchez, J. Inmaculadahttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2003-14-1-5585bibliuned:revistaREOP-2003-14-1-5585esDocumento.pdfbibliuned:revistaREOP-2003-14-1bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2003, vol. 14, n.1Set de openaireSet de artículoSánchezAcceso abierto1.11344834232017-11-01T00:00:00Z2572019-01-15T22:07:07Z2019-11-18T19:55:08ZFactors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Studybibliuned:425-Sosuna-0008Today the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition. This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. The study has been conducted via an electronic survey in Spain with a nonprobabilistic sample, in line with the characteristics of this sector of the population, recording social and demographic data, and information about the participants' experience of e-learning and their satisfaction with the experience. The representative survey sample consisted of 484 deaf and hard-ofhearing individuals in Spain, aged between 16 and 64. Using a chi-square test for independence we obtained a significant relationship between participation in online courses and the following variables: level of education, knowledge of sign language, and number of members in the household. A correspondence analysis was then carried out to detect particular relationships between classes of the related variables.05982<a class="citation_author_name" title="Navegar por nombre de Autor de Ferreiro Lago, Emilio" href="/fez/list/author/Ferreiro Lago, Emilio/">Ferreiro Lago, Emilio</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study" href="/fez/view/bibliuned:425-Sosuna-0008">Factors Affecting the Participation of the Deaf and Hard of Hearing in e-Learning and Their Satisfaction: A Quantitative Study</a>. RecordArtículo de revistaPublishedEducaciónAthabasca UniversityFerreiro Lago, EmilioOsuna-Acedo, Sara1International Review of Research in Open and Distributed Learningbibliuned:425-Sosuna-0008http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-0008267291718engOsuna_Acedo_Sara_Factorsaffecting.pdfpresmd_Osuna_Acedo_Sara_Factorsaffecting.xml1492-3831bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsFerreiro LagoAcceso abierto10.19173/irrodl.v18i7.28620.996610834232015-04-01T00:00:00Z82024-02-09T06:59:24Z2024-02-09T06:59:24ZMorpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implantsbibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0006This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology.0302<a class="citation_author_name" title="Navegar por nombre de Autor de López-Higes, Ramón" href="/fez/list/author/López-Higes, Ramón/">López-Higes, Ramón</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gallego, Carlos" href="/fez/list/author/Gallego, Carlos/">Gallego, Carlos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Martin-Aragoneses,María Teresa" href="/fez/list/author/Martin-Aragoneses,María Teresa/">Martin-Aragoneses,María Teresa</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Melle, Natalie" href="/fez/list/author/Melle, Natalie/">Melle, Natalie</a> . (<span class="citation_date">2015</span>) <a class="citation_title" title="Click para ver : Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0006">Morpho-Syntactic Reading Comprehension in Children With Early and Late Cochlear Implants</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Journal of Deaf Studies and Deaf Education, Volume 20, Issue 2, April 2015, Pages 136–146, está disponible en línea en el sitio web del editor: Oxford University Press, https://doi.org/10.1093/deafed/env004Oxford University PressLópez-Higes, RamónGallego, CarlosMartin-Aragoneses,María TeresaMelle, NatalieJournal of Deaf Studies and Deaf Educationbibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0006http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0006139146220engMartin_Aragoneses_Maria_Teresa_Morpho-Syntact.pdfpresmd_Martin_Aragoneses_Maria_Teresa_Morpho-Syntact.xml1081-4159; eISSN: 1465-7325bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsLópez-HigesAcceso abiertohttps://doi.org/10.1093/deafed/env0040.996610834232000-07-01T00:00:00Z1472014-05-16T23:19:27ZPrograma “Aventura y fantasía”: un diseño metacognitivo de comprensión lectora para alumnos de Educación Secundaria Obligatoria y Deficientes Auditivos en integración = Adventure and Fantasy Program: a metacognitive design of reading comprehension for obligatory secondary school children and deafness on integrationbibliuned:revistaREOP-2000-11-20-57650Doctoral Thesis4522<a class="citation_author_name" title="Browse by Author Name for Barrero, Narciso" href="/fez37/public/list/author/Barrero, Narciso/">Barrero, Narciso</a> and <a class="citation_author_name" title="Browse by Author Name for Reyes, Miguel María" href="/fez37/public/list/author/Reyes, Miguel María/">Reyes, Miguel María</a> . (<span class="citation_date">2000</span>) <a class="citation_title" title="Click to view : Programa “Aventura y fantasía”: un diseño metacognitivo de comprensión lectora para alumnos de Educación Secundaria Obligatoria y Deficientes Auditivos en integración = Adventure and Fantasy Program: a metacognitive design of reading comprehension for obligatory secondary school children and deafness on integration" href="/fez37/public/view/bibliuned:revistaREOP-2000-11-20-5765">Programa “Aventura y fantasía”: un diseño metacognitivo de comprensión lectora para alumnos de Educación Secundaria Obligatoria y Deficientes Auditivos en integración = Adventure and Fantasy Program: a metacognitive design of reading comprehension for obligatory secondary school children and deafness on integration</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)Barrero, NarcisoReyes, Miguel Maríahttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2000-11-20-5765bibliuned:revistaREOP-2000-11-20-5765esDocumento.pdfbibliuned:revistaREOP-2000-11-20bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2000, vol. 11, n.20Set de openaireSet de artículoBarreroAcceso abierto0.9876721534232016-02-01T00:00:00Z02024-02-09T06:39:26Z2024-02-09T06:39:26ZSemantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantationbibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0005Deaf students have traditionally exhibited reading comprehension difficulties. In recent years, these comprehension problems have been partially offset through cochlear implantation (CI), and the subsequent improvement in spoken language skills. However, the use of cochlear implants has not managed to fully bridge the gap in language and reading between normally hearing (NH) and deaf children, as its efficacy depends on variables such as the age at implant. This study compared the reading comprehension of sentences in 19 children who received a cochlear implant before 24 months of age (early-CI) and 19 who received it after 24 months (late-CI) with a control group of 19 NH children. The task involved completing sentences in which the last word had been omitted. To complete each sentence children had to choose a word from among several alternatives that included one syntactic and two semantic foils in addition to the target word. The results showed that deaf children with late-CI performed this task significantly worse than NH children, while those with early-CI exhibited no significant differences with NH children, except under more demanding processing conditions (long sentences with infrequent target words). Further, the error analysis revealed a preference of deaf students with early-CI for selecting the syntactic foil over a semantic one, which suggests that they draw upon syntactic cues during sentence processing in the same way as NH children do. In contrast, deaf children with late-CI do not appear to use a syntactic strategy, but neither a semantic strategy based on the use of key words, as the literature suggests. Rather, the numerous errors of both kinds that the late-CI group made seem to indicate an inconsistent and erratic response when faced with a lack of comprehension. These findings are discussed in relation to differences in receptive vocabulary and short-term memory and their implications for sentence reading comprehension.0262<a class="citation_author_name" title="Navegar por nombre de Autor de Gallego, Carlos" href="/fez/list/author/Gallego, Carlos/">Gallego, Carlos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Martín-Aragoneses, María Teresa" href="/fez/list/author/Martín-Aragoneses, María Teresa/">Martín-Aragoneses, María Teresa</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de López-Higes, Ramón" href="/fez/list/author/López-Higes, Ramón/">López-Higes, Ramón</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Pisón, Guzmán" href="/fez/list/author/Pisón, Guzmán/">Pisón, Guzmán</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0005">Semantic and syntactic reading comprehension strategies used by deaf children with early and late cochlear implantation</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Research in Developmental Disabilities, Volumes 49–50, 2016, Pages 153-170, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.ridd.2015.11.020ElsevierGallego, CarlosMartín-Aragoneses, María TeresaLópez-Higes, RamónPisón, Guzmán1Research in Developmental Disabilitiesbibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-0005http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Mtmartin-000515317046-50eng0891-4222; eISSN: 1873-3379bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsGallegoAcceso cerradohttps://doi.org/10.1016/j.ridd.2015.11.0200.928805634232017-01-01T00:00:00Z6632020-06-11T22:26:51Z2020-06-16T22:23:41ZCost-effectiveness of Pediatric Bilateral Cochlear Implantation in Spainbibliuned:95-Jperez-001Objective: To determine the incremental cost-effectiveness of bilateral versus unilateral cochlear implantation for one-year-old children suffering from bilateral sensorineural severe to profound hearing loss from the perspective of the Spanish public health system. Study Design: Cost-utility analysis. Methods: We conducted a general-population survey to estimate the quality of life increase contributed by the second implant. We built a Markov influence diagram and evaluated it for a life-long time horizon with a 3% discount rate in the base case. Results: The incremental cost-effectiveness ratio (ICER) of simultaneous bilateral implantation with respect to unilateral implantation for one-year-old children with severe to profound deafness is €10,323 per quality-adjusted life year (QALY). For sequential bilateral implantation, it rises to €11,733/QALY. Both options are cost-effective for the Spanish health system, whose willingness to pay is estimated at around €30,000/QALY. The probabilistic sensitivity analysis shows that the probability of bilateral implantation being cost-effective reaches 100% for that cost-effectiveness threshold. Conclusions: Bilateral implantation is clearly cost-effective for the population considered. If possible, it should be done simultaneously, i.e., in one surgical operation, because it is as safe and effective as sequential implantation, and saves costs for the system and for users and their families. Sequential implantation is also cost-effective for children who have received the first implant recently, but it is difficult to determine when it ceases to be so because of the lack of detailed data. These results are specific for Spain but the model can easily be adapted to other countries. Level of Evidence: 2C05452<a class="citation_author_name" title="Navegar por nombre de Autor de Pérez-Martín, Jorge" href="/fez/list/author/Pérez-Martín, Jorge/">Pérez-Martín, Jorge</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Artaso, Miguel A." href="/fez/list/author/Artaso, Miguel A./">Artaso, Miguel A.</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Díez, Francisco J." href="/fez/list/author/Díez, Francisco J./">Díez, Francisco J.</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : Cost-effectiveness of Pediatric Bilateral Cochlear Implantation in Spain" href="/fez/view/bibliuned:95-Jperez-001">Cost-effectiveness of Pediatric Bilateral Cochlear Implantation in Spain</a>. RecordArtículo de revistaPublishedIngeniería InformáticaWiley Online LibraryPérez-Martín, JorgeArtaso, Miguel A.Díez, Francisco J.The Laryngoscopebibliuned:95-Jperez-001http://e-spacio.uned.es/fez/view/bibliuned:95-Jperez-001engPerez-Martin_Jorge_CEA_BCI.pdfpresmd_Perez-Martin_Jorge_CEA_BCI.xmlbibliuned:95bibliuned:Setopenairebibliuned:SetarticuloDepartamento de Inteligencia Artificial (UNED). ArtículosSet de openaireSet de artículohttps://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsPérez-MartínAcceso abierto10.1002/lary.267650.47032477752222772772