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Author: David R. Schleper
Publisher: Gallaudet University Press
Published: 1997
Total Pages: 60
ISBN-13: 9780880952125
DOWNLOAD EBOOKFifteen principles outlined as a guide for parents and teachers who want to share the pleasure of reading with deaf children.
Author: David Alan Stewart
Publisher: Gallaudet University Press
Published: 2003
Total Pages: 242
ISBN-13: 9781563681363
DOWNLOAD EBOOKThis 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
Author: Marlee Matlin
Publisher: Simon and Schuster
Published: 2013-04-30
Total Pages: 102
ISBN-13: 1442495154
DOWNLOAD EBOOKA compelling and humorous story of friendship from Academy Award–winning actress Marlee Matlin. Cindy looked straight at Megan. Now she looked a little frustrated. "What's the matter? Are you deaf or something?" she yelled back. Megan screamed out, and then fell to the ground, laughing hysterically. "How did you know that?" she asked as she laughed. Megan is excited when Cindy moves into her neighborhood—maybe she’ll finally have a best friend. Sure enough, the two girls quickly become inseparable. Cindy even starts to learn sign language so they can communicate more easily. But when they go away to summer camp together, problems arise. Cindy feels left out because Megan is spending all of her time with Lizzie, another deaf girl; Megan resents that Cindy is always trying to help her, even when she doesn’t need help. Before they can mend their differences, both girls have to learn what it means to be a friend.
Author: Marc Marschark
Publisher: Oxford University Press
Published: 2014-06-02
Total Pages: 513
ISBN-13: 0199371822
DOWNLOAD EBOOKIn Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.
Author: Marc Marschark
Publisher: Oxford University Press
Published: 2009
Total Pages: 290
ISBN-13: 0195376153
DOWNLOAD EBOOKThe second edition of this guide offers a readable, comprehensive summary of everything a parent or teacher would want to know about raising and educating a deaf child. It covers topics ranging from what it means to be deaf to the many ways that the environments of home and school can influence a deaf child's chances for success in academic and social circles. The new edition provides expanded coverage of cochlear implants, spoken language, mental health, and educational issues relating to deaf children enrolled in integrated and separate settings. Marschark makes sense of the most current educational and scientific literature, and also talks to deaf children, their parents, and deaf adults about what is important to them. Raising and Educating a Deaf Child is not a "how to" book or one with all the "right" answers for raising a deaf child; rather, it is a guide through the conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other.
Author: Patricia L. McAnally
Publisher: Pro-Ed
Published: 2007
Total Pages: 496
ISBN-13:
DOWNLOAD EBOOKThis book was written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-of-hearing learners. It is one of the very few books on the market that focuses entirely on the hearing-impaired. It consists of three sections, each one providing in-depth information on topics critical to the teaching of reading to this specific population. * Section one: "Foundations" - contains chapters dealing with theory and research in such topics as: cognition, reading, language, literary development, vocabulary and comprehension. One chapter on ASL, English, and Reading looks at the research in the area of second-language learners and discusses its application to deaf and hard-of-hearing students. * Section two: "Instructional Management" - deals with instructional management and describes instructional systems and designs. These chapters look at current trends in education and how these trends apply to the education of students who are deaf and hard of hearing. * Section three: "Applications" - focuses on specific instructional models in reading, writing, and spelling, detailing strategies that have been successfully used with deaf and hard-of-hearing learners. The last chapter in this section discusses assessment, giving information, and examples of both formal and authentic procedures.
Author: Brenda Jo Brueggemann
Publisher: Gallaudet University Press
Published: 2004
Total Pages: 232
ISBN-13: 9781563682711
DOWNLOAD EBOOKThis compelling collection advocates for an alternative view of deaf people's literacy, one that emphasizes recent shifts in Deaf cultural identity rather than a student's past educational context as determined by the dominant hearing society. Divided into two parts, the book opens with four chapters by leading scholars Tom Humphries, Claire Ramsey, Susan Burch, and volume editor Brenda Jo Brueggemann. These scholars use diverse disciplines to reveal how schools where deaf children are taught are the product of ideologies about teaching, about how deaf children learn, and about the relationship of ASL and English. Part Two features works by Elizabeth Engen and Trygg Engen; Tane Akamatsu and Ester Cole; Lillian Buffalo Tompkins; Sherman Wilcox and BoMee Corwin; and Kathleen M. Wood. The five chapters contributed by these noteworthy researchers offer various views on multicultural and bilingual literacy instruction for deaf students. Subjects range from a study of literacy in Norway, where Norwegian Sign Language recently became the first language of instruction for deaf pupils, to the difficulties faced by deaf immigrant and refugee children who confront institutional and cultural clashes. Other topics include the experiences of deaf adults who became bilingual in ASL and English, and the interaction of the pathological versus the cultural view of deafness. The final study examines literacy among Deaf college undergraduates as a way of determining how the current social institution of literacy translates for Deaf adults and how literacy can be extended to deaf people beyond the age of 20.
Author: Connie Mayer
Publisher: Oxford University Press
Published: 2015-05-29
Total Pages: 201
ISBN-13: 0190260998
DOWNLOAD EBOOKThere 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.
Author: Jennifer S. Beal
Publisher: Oxford University Press
Published: 2024-05-10
Total Pages: 289
ISBN-13: 0198879121
DOWNLOAD EBOOKMost 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.
Author:
Publisher: New York ; Toronto : Scholastic Book Services
Published: 1984
Total Pages: 40
ISBN-13: 9780590714365
DOWNLOAD EBOOKFeeling neglected, Nora makes more and more noise to attract her parents' attention.
