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Author: Connie Mayer Publisher: Oxford University Press ISBN: 0190260998 Category : Psychology Languages : en Pages : 208
Book Description
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.
Author: Connie Mayer Publisher: Oxford University Press ISBN: 0190260998 Category : Psychology Languages : en Pages : 208
Book Description
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.
Author: Connie Christine Mayer Publisher: ISBN: 9780190261009 Category : Deaf children Languages : en Pages :
Book Description
There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. However, relatively little has been written with respect to the early literacy development and experiences of deaf children. Connie Mayer and Beverly J. Trezek address this need 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.
Author: David Alan Stewart Publisher: Gallaudet University Press ISBN: 9781563681363 Category : Education Languages : en Pages : 242
Book Description
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
Author: Peter V. Paul Publisher: MDPI ISBN: 3039281240 Category : Social Science Languages : en Pages : 200
Book Description
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.
Author: Barbara R. Schirmer Publisher: Allyn & Bacon ISBN: Category : Education Languages : en Pages : 296
Book Description
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.
Author: Emil Holmer Publisher: Linköping University Electronic Press ISBN: 9176857670 Category : Languages : en Pages : 95
Book Description
Reading development is supported by strong language skills, not least in deaf and hard-of-hearing (DHH) children. The work in the present thesis investigates reading development in DHH children who use sign language, attend Regional Special Needs Schools (RSNS) in Sweden and are learning to read. The primary aim of the present work was to investigate whether the reading skills of these children can be improved via computerized sign language based literacy training. Another aim was to investigate concurrent and longitudinal associations between skills in reading, sign language, and cognition in this population. The results suggest that sign language based literacy training may support development of word reading. In addition, awareness and manipulation of the sub-lexical structure of sign language seem to assist word reading, and imitation of familiar signs (i.e., vocabulary) may be associated with developing reading comprehension. The associations revealed between sign language skills and reading development support the notion that sign language skills provide a foundation for emerging reading skills in DHH signing children. In addition, the results also suggest that working memory and Theory of Mind (ToM) are related to reading comprehension in this population. Furthermore, the results indicate that sign language experience enhances the establishment of representations of manual gestures, and that progression in ToM seems to be typical, although delayed, in RSNS pupils. Working memory has a central role in integrating environmental stimuli and language-mediated representations, and thereby provides a platform for cross-modal language processing and multimodal language development.
Author: Charlotte Enns Publisher: Routledge ISBN: 1000361020 Category : Education Languages : en Pages : 350
Book Description
This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister’s impact on the field while demonstrating the ultimate resilience of human language and literacy systems.
Author: Brenda Schick Publisher: Oxford University Press ISBN: 9780198039969 Category : Psychology Languages : en Pages : 412
Book Description
The use of sign language has a long history. Indeed, humans' first languages may have been expressed through sign. Sign languages have been found around the world, even in communities without access to formal education. In addition to serving as a primary means of communication for Deaf communities, sign languages have become one of hearing students' most popular choices for second-language study. Sign languages are now accepted as complex and complete languages that are the linguistic equals of spoken languages. Sign-language research is a relatively young field, having begun fewer than 50 years ago. Since then, interest in the field has blossomed and research has become much more rigorous as demand for empirically verifiable results have increased. In the same way that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research has led to a better understanding of how language is acquired. It has also provided valuable evidence on the cognitive and social development of both deaf and hearing children, excellent theoretical insights into how the human brain acquires and structures sign and spoken languages, and important information on how to promote the development of deaf children. This volume brings together the leading scholars on the acquisition and development of sign languages to present the latest theory and research on these topics. They address theoretical as well as applied questions and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, linguisic structures, modality effects, and semantic, syntactic, and pragmatic development in sign. Along with its companion volume, Advances in the Spoken Language Development of Deaf and Hard-of Hearing Children, this book will provide a deep and broad picture about what is known about deaf children's language development in a variety of situations and contexts. From this base of information, progress in research and its application will accelerate, and barriers to deaf children's full participation in the world around them will continue to be overcome.
Author: Professor of Speech Language and Hearing Science Brenda Schick Publisher: Oxford University Press on Demand ISBN: 0195180941 Category : Education Languages : en Pages : 412
Book Description
The authors provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, & the processes of semantic, syntactic, & pragmatic development in sign.
Author: Kathryn P. Meadow Publisher: Univ of California Press ISBN: 0520307178 Category : Education Languages : en Pages : 248
Book Description
Oftentimes a child's deafness can be as disconcerting to the uniformed adult as it is debilitating to the deaf child. Yet parents, students, and teachers sho try to inform themselvs find doing so difficult: the issues are emotional ath too often have been the subject of clashes among professional and lay people. In this comprehensive study, Meadow provides a rational, informed, and balanced approach. Individual chapters survey the central work done on the linguistic, cognitive, social, and psychological effets of profound deafness in children and offer practical discussions with abundant concrete examples. The result is a book that provides a context for understanding research in childhood deafness and ways to apply its findings. Of particular interest to professionals who work with deaf children, the concluding chapter analyzes unresolved matters of policy. These include: oral-only versus oral+visual communication; recommended forms fo visual communication; residential versus day school education; the benefits and liabilities of mainstreaming; the treatment of minority, multiply handicapped, and gifted deaf children; and the role of deaf adults in the socialization of deaf children. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.
Author: Connie Mayer
Author: Connie Mayer
Author: Connie Christine Mayer
Author: David Alan Stewart
Author: Peter V. Paul
Author: Barbara R. Schirmer
Author: Emil Holmer
Author: Charlotte Enns
Author: Brenda Schick
Author: Professor of Speech Language and Hearing Science Brenda Schick
Author: Kathryn P. Meadow