"In this follow-up volume, Marschark and Spencer have amassed a collection that is impressive in breadth and depth. The research presented here documents the sea-change observable in classrooms and schools for deaf children and is reflected in the variety of chapters...A masterful companion to the original volume." C. Tane Akamatsu, Psychologist, Toronto District School Board --Book Jacket.
Each of these placements and respective peer groups promote different aspects of social competencies and sense of identity in deaf or hard - of - hearing children . When combined with the family environment and parent - child ...
WISC-III Verbal item invariance across samples of deaf and hearing children of similar measured ability. ... of the WISC-III with deaf adolescents. Journal of Psychoeducational Assessment, WISC-III Monograph Series, WISC-III, 105–113.
The present handbook, The Oxford Handbook on Deaf Studies in Literacy, is the 5th in this series, rounding out the topics with the most up-to-date information on literacy learning among deaf and hard of hearing learners (DHH)"--
Executive function, cognitive control and sequence learning in deaf children with cochlear implants. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education (Vol.
The influence of verbal working memory on writing skills in children with hearing loss. In B. Arfé, J. Dockrell, & W. V. Berninger (Eds.), Writing development in children with hearing loss, dyslexia or oral language problems: ...
The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes.
This book is the first comprehensive examination of the psychological development of deaf children.
The intricate answers found in this cohesive book offer educators, scholars, and parents a remarkable stage for assessing and enhancing the educational context for the deaf children within their purview.
This book presents a ‘Traveller’s Guide’ to Deaf Culture, starting from the premise that Deaf cultures have an important contribution to make to other academic disciplines, and human lives in general.
This volume addresses the notion of learning through the exchange of knowledge; outlines the commonalities and differences between practices and policies in educating deaf and hard-of-hearing learners; and looks ahead to the prospects for ...