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A new paradigm states that the issue of sustained attention observed among young deaf students is due to limited exposure to language.

This study attempts to quantitatively document attention behavior during a book-reading lesson in a preschool class where everyone has full communication access.

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Analysis of Eye Gazes and Attention Management in a Preschool Class

Haley Stokar

Edward Miner Gallaudet (EMG) 210

202-250-2375

202-651-5312

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