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Marschark, Mark, Leigh, Greg, Sapere, Patricia, Burnham, Denis, Convertino, Carol, Stinson, Michael, Knoors, Harry, Vervloed, Mathijs P. J., Noble, William. Oxford University Press; 2006. Benefits of sign language interpreting and text alternatives for deaf students' classroom learning.
Leigh, Greg, Marschark, Marc, , . Oxford University Press; 2016. Recognizing diversity in deaf education: from Paris to Athens with a diversion to Milan.
McCarthy, Melissa, Duncan, Jill, Leigh, Greg. Alexander Graham Bell Association for the Deaf and Hard of Hearing; 2012. Telepractice: the Australian experience in an international context.
McGrath, Anne, Hollier, Scott, Leigh, Greg. Australian Association of Special Education; 2016. The integration of captioned multimedia and auditory access technologies for deaf and hard of hearing students in mainstream classrooms.
Power, Des, Leigh, Greg. Oxford University Press; 2011. Curriculum: cultural and communicative contexts.
Gilliver, Megan, Cupples, Linda, Ching, Teresa Y. C., Leigh, Greg, Gunnourie, Miriam. Oxford University Press; 2016. Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss.
Power, Des, Leigh, Greg, Hyde, Merv. International Congress on Education of the Deaf; 1998. Grammatical and lexical characteristics of the language of the deaf to hearing students and deaf students under simulated Oral-Only and Simultaneous Communication.
Burnham, Denis, Jones, Caroline, Leigh, Greg, Noble, William, Brown, Helen, Varely, Alex, Grenn, David, Goldfried, Jerry, Tam, Helen, Reid, Amanda. Plural Publishing; 2010. Who uses television captions, when, and why?: analyses based on the Australian Television Captions Users Survey.
Davison-Mowle, John, Leigh, Greg, Duncan, Jill, Arthur-Kelly, Michael. Routledge; 2018. Description of the direct teaching activities of itinerant teachers of deaf and hard of hearing students.
Power, Des, Hyde, Merv, Leigh, Greg. Gallaudet University Outreach Services; 2008. Learning English from signed English: an impossible task?.
Leigh, Greg, Ching, Teresa Y. C., Crowe, Kathryn, Cupples, Linda, Marnane, Vivienne, Seeto, Mark. Oxford University Press; 2015. Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing.
Matthijs, Liesbeth, Hardonk, Stefan, Sermijn, Jasmina, Van Puyvelde, Martine, Leigh, Greg, Van Herreweghe, Mieke, Loots, Gerrit. Oxford University Press; 2017. Mothers of deaf children in the 21st century. Dynamic positioning between the medical and cultural-linguistic discourses.
Leigh, Greg. 9th Asia-Pacific Conference on Deafness; 2006. Education of deaf children in a new era: early identification, cochlear implantation, communication diversity.
Leigh, Greg, Schmulian-Taljaard, Dunay, Poulakis, Zeffie. Plural Publishing; 2010. Newborn hearing screening.
Matthijs, Liesbeth, Loots, Gerrit, Mouvet, Kimberley, Van Herreweghe, Mieke, Hardonk, Stefan, Van Hove, Geert, Van Puyvelde, Martine, Leigh, Greg. Oxford University Press; 2012. First information parents receive after UNHS detection of their baby's hearing loss.
McCarthy, Melissa, Leigh, Greg, Arthur-Kelly, Michael. Oxford University Press; 2020. Comparison of caregiver engagement in telepractice and in-person family-centered early intervention.
Burnham, Denis, Leigh, Greg, Noble, William, Jones, Caroline, Tyler, Michael, Grebennikov, Leonid, Varley, Alex. Oxford University Press; 2008. Parameters in television captioning for deaf and hard-of-hearing adults: effects of caption rate versus text reduction on comprehension.
Mayer, Connie, Leigh, Greg. Routledge; 2010. The changing context for sign bilingual education programs: issues in language and the development of literacy.
Hyde, Merv, Power, Des, Leigh, Greg. Gallaudet University Press; 1998. Oral-only and simultaneous communication speech characteristics of teachers of the deaf.
Leigh, Greg. Oxford University Press; 2008. Changing parameters in deafness and deaf education: greater opportunity but continuing diversity.
McCarthy, Melissa, Leigh, Greg, Arthur-Kelly, Michael. Lippincott Williams & Wilkins; 2022. Comparison of Participants' Behaviors During Telepractice and In-Person Family-Centered Early Intervention An Exploratory Study.
Marschark, Marc, Leigh, Greg. Oxford University Press; 2016. Recognizing diversity in deaf education: now what do we do with it?!.
Cupples, Linda, Ching, Teresa Y. C., Button, Laura, Leigh, Greg, Marnane, Vivienne, Whitfield, Jessica, Gunnourie, Miriam, Martin, Louise. Taylor & Francis; 2018. Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age.
Schembri, Adam, Wigglesworth, Gillian, Johnston, Trevor, Leigh, Greg, Adam, Robert, Barker, Roz. Oxford University Press; 2002. Issues in development of the test battery for Australian Sign Language morphology and syntax.
McCarthy, Melissa, Leigh, Greg, Arthur-Kelly, Michael. Sage; 2019. Telepractice delivery of family-centred early intervention for children who are deaf or hard of hearing: a scoping review.
Leigh, Greg. Nihon Tokushu Kyoiku Gakkai; 2010. The changing context for education of the deaf in Australia: new imperatives for teacher education.
Power, Des, Leigh, Greg. Gallaudet University Press; 2004. Educating deaf students: global perspectives.
McCarthy, Melissa, Leigh, Greg, Arthur-Kelly, Michael. Oxford University Press; 2021. Practitioners' self-assessment of family-centered practice in telepractice versus in-person early intervention.
Ching, Teresa Y. C., Dillon, Harvey, Zhang, Vicky, Wong, Angela, Burns, Lauren, Flynn, Christopher, Cupples, Linda, Cowan, Robert S. C., Leigh, Greg, Sjahalam-King, Jessica, Yeh, Angel, Marnane, Vivienne, Hou, Sanna, Day, Julia, Seeto, Mark, Crowe, Kathryn, Street, Laura, Thomson, Jessica, Van Buynder, Patricia. Lippincott Williams & Wilkins; 2013. Outcomes of early- and late-identified children at 3 years of age.
Leigh, Greg. Deafness Forum; 2010. Early identification of hearing loss in Australia: well begun is not all done!.