Language and Literacy Development in Children who are Deaf PDF Download

Author: Barbara R. Schirmer
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 344

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Book Description
This text explores the ways to help children who are deaf learn to use language successfully in face-to-face communication, reading and writing. The coverage is balanced between theoretical background and the practical hands-on techniques needed by a classroom teacher.

Author: Mary Pat Moeller
Publisher: Brookes Pub
ISBN: 9781598577334
Category : Education
Languages : en
Pages : 456

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Book Description
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 and/or hard of hearing.

Author: Connie Mayer
Publisher: Oxford University Press
ISBN: 0190260998
Category : Psychology
Languages : en
Pages : 208

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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: Barbara R. Schirmer
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 296

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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: David Alan Stewart
Publisher: Gallaudet University Press
ISBN: 9781563681363
Category : Education
Languages : en
Pages : 242

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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

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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: Marc Marschark
Publisher: Oxford University Press
ISBN: 0199741816
Category : Psychology
Languages : en
Pages : 528

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Book Description
Oxford Handbooks offer authoritative and up-to-date reviews of original research in a particular subject area. Specially commissioned chapters from leading figures in the discipline give critical examinations of the progress and direction of debates, as well as a foundation for future research. Oxford Handbooks provide scholars and graduate students with compelling new perspectives upon a wide range of subjects in the humanities, social sciences, and sciences. The adage Those who do not learn from history are doomed to repeat it is a powerful one for parents, teachers, and other professionals involved with or interested in deaf individuals or the Deaf community. Myths grown from ignorance have long dogged the field, and faulty assumptions and overgeneralizations have persisted despite contrary evidence. A study of the history of deaf education reveals patterns that have affected educational policy and legislation for deaf people around the world; these patterns are related to several themes critical to the chapters of this volume. One such theme is the importance of parental involvement in raising and educating deaf children. Another relates to how Deaf people have taken an increasingly greater role in influencing their own futures and places in society. In published histories, we see the longstanding conflicts through the centuries that pertain to sign language and spoken communication philosophies, as well as the contributions of the individuals who advocated alternative strategies for teaching deaf children. More recently, investigators have recognized the need for a diverse approach to language and language learning. Advances in technology, cognitive science, linguistics, and the social sciences have alternately led and followed changes in theory and practice, resulting in a changing landscape for deaf and hard-of-hearing individuals and those connected to them. This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education (2003) picks up where that first landmark volume left off, describing those advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead. In Volume 2, an international group of contributing experts provide state-of-the-art summaries intended for students, practitioners, and researchers. Not only does it describe where we are, it helps to chart courses for the future.

Author: Emil Holmer
Publisher: Linköping University Electronic Press
ISBN: 9176857670
Category :
Languages : en
Pages : 95

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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: Peter V. Paul
Publisher: Singular
ISBN:
Category : Children
Languages : en
Pages : 730

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Book Description
"The Fourth Edition of Language and Deafness covers language and literacy development from preschool through adolescence. It provides a clear depiction of the language/communication systems of d/Deaf and hard of hearing children and adolescents, and offers a comprehensive discussion of the current theories of language acquisition. In an easy-to-read, accessible manner, students will learn the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems, linguistics/sociolinguistics of American Sign Language, and multicultural aspects, including bilingualism and second-language learning are covered in detail. Each chapter includes major objectives, summaries, suggested readings, problem-solving activities and challenge review questions to stimulate and provoke classroom dialogue."--BOOK JACKET.

Author: Susan R. Easterbrooks
Publisher: Oxford University Press
ISBN: 0197524907
Category : Language Arts & Disciplines
Languages : en
Pages : 353

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Book Description
This volume 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 edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.