Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide is a well-organized and practical textbook based on a proven spoken language, speech, and listening model for teaching children with hearing loss. Supported by decades of research and experience, the stage-based model is presented with clear steps for intervention. Written in easy-to-understand language, this textbook is accessible to university students who are new to the field of hearing loss, as well as to new and experienced professionals. It is a highly applicable tool for providing auditory-based therapy which supports professionals to empower parents and caregivers. The stages emphasized in this textbook are developmental in nature, starting with the prelinguistic level and ending with advanced communication. Unlike the traditional age approach, this unique system can address any child regardless of age intervention. Operating based on the understanding that language is acquired through meaningful social interaction, the “stages not ages” system can be used for late starters, English learners, and children with additional disabilities. Key Features: * A color-coding system for the model and a consistent presentation of content and tables provide clarity and a streamlined experience * A comprehensive case study for each stage puts the approach into context * Easy-to-use resources, in the form of tables and handouts for parents, give professionals ready-made tools for working with families * Explanations of proven strategies, including speech acoustics applications, Rainbow audiogram, e=mc2, Activities of Daily Living (ADL) theory, cookie dough theory, three-act play, and the dangling carrot * A deep conversation about the role of culture provides a uniting thread throughout the text Disclaimer: Please note that ancillary content such as handouts, learning activities, and discussion questions may not be included as published in the original print version of this book.
Phonological awareness, vocabulary, and reading in deaf children with cochlear implants. Journal of Speech, Language, and Hearing Research, 53,237–261. Justice, L. M. (Ed.). (2006). Clinical approaches to emergent literacy intervention.
They learn the speech sound sequences that are permitted in that language (e.g., /sk/ is a permitted sequence in English but not /ks/). The system of vowels, ... Auditory input is the primary sensory input for achieving speech targets.
author Sally J. rogers., Carol M. Donovan, Diane D'eugenio, Sara L. Brown, eleanor Lynch, Martha S. Moersch, and D. Sue Schafer Publisher University of Michigan Press Contact Information University of Michigan Press c/o Perseus ...
Literacy and Deafness: Listening and Spoken Language
Retrieved from https://hear ingfirst.org/downloadables/logic-chain Flexer, C., & Long, S. (2003). Sound-field amplification: Preliminary information ... Fowler, K. B., & Ross, S. A. (2017). What to know about advances in CMV detection, ...
This is an essential textbook for graduate courses in audiology, speech-language pathology, early intervention, and deaf education, and an invaluable resource for new and experienced professionals and the caregivers with whom they work.
writing, all of which are important for academic achievement, socialization, and employment (Cole & Flexer, 2016). Children with typical hearing acquire spoken language primarily through hearing, which is the most powerful and efficient ...
This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with ...
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, e, i, s, t.
The National Research Council convened an expert committee at the request of the SSA to study the issues related to disability determination for people with hearing loss. This volume is the product of that study.