"An excellent book for both the experienced practitioner or academic and those new to the field of deaf education. As well as addressing the findings of research, it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."---Susan Gregory, Former Reader in Deaf Education, University of Birmingham, U.K. --
This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners.
The 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.
In M. Marschark, P, Siple, D. Lillo-Martin, R. Campbell, & V. S. Everhart, Relations of language and thought: The view from sign language and deaf children (pp. 3–23). New York: Oxford University Press. Marschark, M. & Everhart, V. S. ...
In C. M. Sterling & C. Robson (Eds.), Psychology, spelling, and education (pp. 185–199 ). Philadelphia, PA : Multilingual Matters . Campbell, R. , & Wright , H. ( 1988 ). Deafness, spelling, and rhyme. Quarterly Journal of Experimental ...
But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners.
Goldstein, G., & Bebko, J. M. (2003). The profile of multiple language proficiencies: A measure for evaluating language ... Griffith, P. L., & Ripich, D. N. (1988). Story structure recall in hearing-impaired, learning-disabled and ...
Children who demonstrate alacrity with novel matter are called fast mappers (Gershkoff- Stowe & Hahn, 2007). Fast mappers need only limited instances of the word/ object instance in order to master the new word.
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 ...
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.
Washington, DC: The Alexander Graham Bell Association for the Deaf, Inc. Estabrooks, W. (Ed.). (2001). Fifty frequently asked questions about auditory-verbal therapy. Toronto: Learning to Listen Foundation. Fair, D. (1998). Motherese.