Early Literacy Development in Deaf Children

2015-05-29
Early Literacy Development in Deaf Children

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  • Author: Connie Mayer
  • Publisher: Oxford University Press
  • ISBN: 0190260998
  • Category : Psychology
  • Languages : en
  • Pages : 201

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.

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

2015
Promoting Speech, Language, and Literacy in Children who are Deaf Or Hard of Hearing

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  • Author: Mary Pat Moeller
  • Publisher:
  • ISBN: 9781681250281
  • Category : EDUCATION
  • Languages : en
  • Pages :

"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)"--

Literacy and Your Deaf Child

2003
Literacy and Your Deaf Child

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

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

Pediatric Cochlear Implantation

2016-09-16
Pediatric Cochlear Implantation

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  • Author: Nancy M Young
  • Publisher: Springer
  • ISBN: 1493927884
  • Category : Medical
  • Languages : en
  • Pages : 362

This book will move the field of pediatric cochlear implantation forward by educating clinicians in the field as to current and emerging best practices and inspiring research in new areas of importance, including the relationship between cognitive processing and pediatric cochlear implant outcomes. The book discusses communication practices, including sign language for deaf children with cochlear implants and the role of augmentative/alternative communication for children with multiple disabilities. Focusing exclusively on cochlear implantation as it applies to the pediatric population, this book also discusses music therapy, minimizing the risk of meningitis in pediatric implant recipients, recognizing device malfunction and failure in children, perioperative anesthesia and analgesia considerations in children, and much more. Cochlear Implants in Children is aimed at clinicians, including neurotologists, pediatric otolaryngologists, audiologists and speech-language pathologists, as well as clinical scientists and educators of the deaf. The book is also appropriate for pre-and postdoctoral students, including otolaryngology residents and fellows in Neurotology and Pediatric Otolaryngology.

Reading to Deaf Children

1997
Reading to Deaf Children

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  • Author: David R. Schleper
  • Publisher: Gallaudet University Press
  • ISBN: 9780880952125
  • Category : Education
  • Languages : en
  • Pages : 60

Fifteen principles outlined as a guide for parents and teachers who want to share the pleasure of reading with deaf children.

Language Acquisition By Eye

1999-08
Language Acquisition By Eye

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  • Author: Charlene Chamberlain
  • Publisher: Psychology Press
  • ISBN: 1135679169
  • Category : Education
  • Languages : en
  • Pages : 295

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.

Early Literacy Development in Deaf Children

2015
Early Literacy Development in Deaf Children

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  • Author: Connie Christine Mayer
  • Publisher: Perspectives on Deafness
  • ISBN: 0199965692
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 201

Connie Mayer and Beverly J. Trezek provide an in-depth, evidence-based description of how young deaf children learn to read and write. They also set out a model of literacy development that makes clear links between theory and practice.

Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

2006
Advances in the Spoken-Language Development of Deaf and Hard-of-Hearing Children

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  • Author: Patricia Elizabeth Spencer
  • Publisher: Oxford University Press
  • ISBN: 0195179870
  • Category : Education
  • Languages : en
  • Pages : 400

Contributors present the latest information on both the new world evolving for deaf & hard-of-hearing children & the improved expectations for their acquisition of spoken language.

Bilingualism and Bilingual Deaf Education

2014-06-02
Bilingualism and Bilingual Deaf Education

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  • Author: Marc Marschark
  • Publisher: Oxford University Press
  • ISBN: 0199371822
  • Category : Psychology
  • Languages : en
  • Pages : 513

In 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.

The Education of d/Deaf and Hard of Hearing Children

2020-02-12
The Education of d/Deaf and Hard of Hearing Children

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  • Author: Peter V. Paul
  • Publisher: MDPI
  • ISBN: 3039281240
  • Category : Social Science
  • Languages : en
  • Pages : 200

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.