Literacy Instruction For Students Who Are Deaf And Hard Of Hearing 2nd Edition

Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. This second edition of Literacy Instruction for Students who are Deaf and Hard of Hearing updates previous findings and describes current, evidence-based practices in teaching literacy to DHH learners. Beal, Dostal, and Easterbrooks provide educators and parents with a process for determining which literacy and language assessments are appropriate for individual DHH learners and whether an instructional practice is supported by evidence or causal factors. They describe the literacy process with an overview of related learning theories, language and literacy assessments, and evidence-based instructional strategies across the National Reading Panel's five areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The volume includes evidence-based writing strategies and case vignettes that highlight application of assessments and instructional strategies within each of these literacy areas. Crucially, it reviews the remaining challenges related to literacy instruction for DHH learners. Educators and parents who provide literacy instruction to DHH learners will benefit from the breadth and depth of literacy content provided in this concise literacy textbook.

Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy to students who are deaf or hard of hearing in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. This second edition of Literacy Instruction for Students who are Deaf and Hard of Hearing updates previous findings and describes current, evidence-based practices in teaching literacy to DHH learners. Beal, Dostal, and Easterbrooks provide educators and parents with a process for determining which literacy and language assessments are appropriate for individual DHH learners and whether an instructional practice is supported by evidence or causal factors. They describe the literacy process with an overview of related learning theories, language and literacy assessments, and evidence-based instructional strategies across the National Reading Panel's five areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The volume includes evidence-based writing strategies and case vignettes that highlight application of assessments and instructional strategies within each of these literacy areas. Crucially, it reviews the remaining challenges related to literacy instruction for DHH learners. Educators and parents who provide literacy instruction to DHH learners will benefit from the breadth and depth of literacy content provided in this concise literacy textbook.

This book was written specifically for professors and college students in teacher training programs for deaf education and for classroom teachers working with deaf and hard-of-hearing learners. It is one of the very few books on the market that focuses entirely on the hearing-impaired. It consists of three sections, each one providing in-depth information on topics critical to the teaching of reading to this specific population. * Section one: "Foundations" - contains chapters dealing with theory and research in such topics as: cognition, reading, language, literary development, vocabulary and comprehension. One chapter on ASL, English, and Reading looks at the research in the area of second-language learners and discusses its application to deaf and hard-of-hearing students. * Section two: "Instructional Management" - deals with instructional management and describes instructional systems and designs. These chapters look at current trends in education and how these trends apply to the education of students who are deaf and hard of hearing. * Section three: "Applications" - focuses on specific instructional models in reading, writing, and spelling, detailing strategies that have been successfully used with deaf and hard-of-hearing learners. The last chapter in this section discusses assessment, giving information, and examples of both formal and authentic procedures.

In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes.

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.