Promoting Speech, Language, and Literacy in Children who are Deaf Or Hard of Hearing
Promoting Speech, Language, and Literacy in Children who are Deaf Or Hard of Hearing

Author: Mary Pat Moeller

Publisher:

Published: 2015

Total Pages:

ISBN-13: 9781681250281

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"This comprehensive text provides guidance on current evidence-based approaches to the promotion of speech and language development in children birth through school age who are deaf or hard of hearing. Due to advanced screening and intervention options (e.g., cochlear implants), this population's needs and abilities are constantly changing and require flexibility and individualization of treatment, with a continued focus on families' preferences. This edited volume in the Communication and Language Intervention (CLI) series consists of 15 chapters, addressing a range of topics including audiological interventions, sign language and other visual modalities, auditory-verbal therapy, supporting and coaching families, phonological and pre-literacy interventions, technology, and interventions to support literacy, writing, and speech. The book also includes a DVD with video clips demonstrating the strategies covered in the intervention chapters (chapters 2, 4, 5, 6, 7, 8, 9, and 11)"--

Early Literacy Development in Deaf Children
Early Literacy Development in Deaf Children

Author: Connie Mayer

Publisher: Oxford University Press

Published: 2015-05-29

Total Pages: 201

ISBN-13: 0190260998

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There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. In contrast, relatively little has been written with respect to the early literacy development and experiences of deaf children. In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek seek to fill this gap by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They provide an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they concentrate on the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, and those using a range of communication modalities and amplification technologies, including cochlear implants. With the implementation of Universal Newborn Hearing Screening and advancements in hearing technologies that have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.

The Education of d/Deaf and Hard of Hearing Children
The Education of d/Deaf and Hard of Hearing Children

Author: Peter V. Paul

Publisher: MDPI

Published: 2020-02-12

Total Pages: 200

ISBN-13: 3039281240

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A significant number of d/Deaf and hard of hearing (d/Dhh) children and adolescents experience challenges in acquiring a functional level of English language and literacy skills in the United States (and elsewhere). To provide an understanding of this issue, this book explores the theoretical underpinnings and synthesizes major research findings. It also covers critical controversial areas such as the use of assistive hearing devices, language, and literacy assessments, and inclusion. Although the targeted population is children and adolescents who are d/Dhh, contributors found it necessary to apply our understanding of the development of English in other populations of struggling readers and writers such as children with language or literacy disabilities and those for whom English is not the home language. Collectively, this information should assist scholars in conducting further research and enable educators to develop general instructional guidelines and strategies to improve the language and literacy levels of d/Dhh students. It is clear that there is not a ‘one-size-fits-all’ concept, but, rather, research and instruction should be differentiated to meet the needs of d/Dhh students. It is our hope that this book stimulates further theorizing and research and, most importantly, offers evidence- and reason-based practices for improving language and literacy abilities of d/Dhh students.

Literacy and Your Deaf Child
Literacy and Your Deaf Child

Author: David Alan Stewart

Publisher: Gallaudet University Press

Published: 2003

Total Pages: 242

ISBN-13: 9781563681363

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This guide provides parents with strategies for helping a deaf child learn to read and write, offering activities that parents can do at home with their deaf child and suggestions for working with the child's school and teachers. Emphasis is on the developmental link between American Sign Language a

Language Learning in Children Who Are Deaf and Hard of Hearing
Language Learning in Children Who Are Deaf and Hard of Hearing

Author: Susan R. Easterbrooks

Publisher: Oxford University Press, USA

Published: 2020-11-17

Total Pages: 353

ISBN-13: 0197524885

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"Language Learning in Children who are Deaf and Hard of Hearing, 2nd Edition: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous version while providing the reader with access to the entire first version on a supplemental website. An important feature of this book is that it describes four real TODs and demonstrates application of concepts discussed to the DHH children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language (ASL) structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and ASL instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for Individualized Education Plans (IEPs) are expanded DHH. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapter provide language teachers with specific examples of how to answer the question: "What should I do on Monday." It avoids promotion of one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children"--

Handbook of Language and Literacy, Second Edition
Handbook of Language and Literacy, Second Edition

Author: C. Addison Stone

Publisher: Guilford Publications

Published: 2016-05-27

Total Pages: 736

ISBN-13: 1462527485

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An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities address the impact of specific language-related processes on K-12 literacy learning, with attention to cognitive, neurobiological, sociocultural, and instructional issues. Approaches to achieving optimal learning outcomes with diverse students are reviewed. The volume presents research-based practices for assessing student needs and providing effective instruction in all aspects of literacy: word recognition, reading comprehension, writing, and spelling. New to This Edition *Chapters on digital literacy, disciplinary literacy, and integrative research designs. *Chapters on bilingualism, response to intervention, and English language learners. *Incorporates nearly a decade's worth of empirical and theoretical advances. *Numerous prior edition chapters have been completely rewritten.

Language and Literacy Development in Children who are Deaf
Language and Literacy Development in Children who are Deaf

Author: Barbara R. Schirmer

Publisher: Allyn & Bacon

Published: 2000

Total Pages: 296

ISBN-13:

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The second edition of Language and Literacy Development in Children Who are Deaf provides the most current information about teaching language, reading, and writing to deaf children. Models and strategies are clearly described and supported by theory, current research, and numerous examples of how these models and strategies can be used in classrooms with deaf students. The book has been reorganized so teachers can easily follow how to assess a deaf child's current abilities in language and literacy, develop appropriate instructional goals, and choose from among a variety of effective teaching models and strategies. KEY TOPICS: The second edition discusses issues related to American Sign Language, bilingual education techniques, incorporating technology into instruction, and developing balanced literacy programs for deaf children. Experienced teachers, novice teachers, and individuals becoming teachers of deaf children can use this information to develop a comprehensive language and literacy program for deaf students from preschool through high school. MARKET: For anyone who teaches reading or language to deaf children, or who is involved in literacy development of deaf children.

Language Acquisition By Eye
Language Acquisition By Eye

Author: Charlene Chamberlain

Publisher: Psychology Press

Published: 1999-08

Total Pages: 295

ISBN-13: 1135679169

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This volume explores the reading development of native speakers of sign language, as well as their early pre-literacy language development. For deafness and sign language scholars, as well as linguists and reading specialists.

Literacy Instruction for Students Who are Deaf and Hard of Hearing (2nd Edition)
Literacy Instruction for Students Who are Deaf and Hard of Hearing (2nd Edition)

Author: Jennifer S. Beal

Publisher: Oxford University Press

Published: 2024-05-10

Total Pages: 289

ISBN-13: 0198879121

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Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. This second edition of Literacy Instruction for Students who are Deaf and Hard of Hearing updates previous findings and describes current, evidence-based practices in teaching literacy to DHH learners. Beal, Dostal, and Easterbrooks provide educators and parents with a process for determining which literacy and language assessments are appropriate for individual DHH learners and whether an instructional practice is supported by evidence or causal factors. They describe the literacy process with an overview of related learning theories, language and literacy assessments, and evidence-based instructional strategies across the National Reading Panel's five areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The volume includes evidence-based writing strategies and case vignettes that highlight application of assessments and instructional strategies within each of these literacy areas. Crucially, it reviews the remaining challenges related to literacy instruction for DHH learners. Educators and parents who provide literacy instruction to DHH learners will benefit from the breadth and depth of literacy content provided in this concise literacy textbook.