Language Learning Practices with Deaf Children
Author | : Patricia L. McAnally |
Publisher | : Pro-Ed |
Total Pages | : 346 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
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Author | : Patricia L. McAnally |
Publisher | : Pro-Ed |
Total Pages | : 346 |
Release | : 1994 |
Genre | : Education |
ISBN | : |
Author | : Susan R. Easterbrooks |
Publisher | : Oxford University Press, USA |
Total Pages | : 353 |
Release | : 2020-11-17 |
Genre | : Education |
ISBN | : 0197524885 |
"Language Learning in Children who are Deaf and Hard of Hearing, 2nd Edition: Theory to Classroom Practice is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous version while providing the reader with access to the entire first version on a supplemental website. An important feature of this book is that it describes four real TODs and demonstrates application of concepts discussed to the DHH children on their caseloads. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice replace removed chapters. Chapters on English and American Sign Language (ASL) structure and on the three major approaches (listening and spoken language, bilingual-bimodal instruction, and ASL instruction) are updated. The chapters on teaching vocabulary and morphosyntax, how to ask and answer questions, and writing language objectives for Individualized Education Plans (IEPs) are expanded DHH. Specific examples of real cases are incorporated throughout the book. Finally, after a theoretical base of information on language instruction, many of the chapter provide language teachers with specific examples of how to answer the question: "What should I do on Monday." It avoids promotion of one or another philosophy, presenting all and demonstrating the commonalities across classroom language instruction approaches for DHH children"--
Author | : Patricia L. McAnally |
Publisher | : Austin, Tex. : Pro-ed |
Total Pages | : 238 |
Release | : 1987 |
Genre | : Children, Deaf United States Language |
ISBN | : 9780890793725 |
Author | : Patricia L. McAnally |
Publisher | : Pro-Ed |
Total Pages | : 496 |
Release | : 2007 |
Genre | : Education |
ISBN | : |
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.
Author | : Marc Marschark |
Publisher | : OUP USA |
Total Pages | : 167 |
Release | : 2011-12 |
Genre | : Education |
ISBN | : 0195389751 |
In this book, renowned authorities Marschark and Hauser explain how empirical research conducted over the last several years directly informs educational practices at home and in the classroom, and offer strategies that parents and teachers can use to promote optimal learning in their deaf and hard-of-hearing children.
Author | : Susan R. Easterbrooks |
Publisher | : Oxford University Press |
Total Pages | : 353 |
Release | : 2020-11-03 |
Genre | : Language Arts & Disciplines |
ISBN | : 0197524907 |
This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.
Author | : Marc Marschark |
Publisher | : Oxford University Press |
Total Pages | : 294 |
Release | : 2006 |
Genre | : Deaf |
ISBN | : 0195310705 |
Author | : Pamela Knight |
Publisher | : Routledge |
Total Pages | : 136 |
Release | : 2013-10-23 |
Genre | : Education |
ISBN | : 1134136730 |
This book is essential and accessible reading for all teachers and professionals who are working with sign bilingual deaf children. It considers the background and theory underpinning current developments in sign bilingual education and the implications for policy and developing classroom practice. Practical teaching strategies are suggested and evaluated. The authors draw on their own experience of working in sign bilingual settings as well as current good practice and relevant research. This book is the first UK book that describes sign bilingual education (beyond policy). It is also the first book to support sign bilingual practice dealing with current educational issues. The authors draw together relevant research and practice in sign bilingual education and present practical strategies for teachers.
Author | : Harry Knoors |
Publisher | : Oxford University Press |
Total Pages | : 504 |
Release | : 2018-08-28 |
Genre | : Education |
ISBN | : 0190880562 |
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. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.
Author | : Ruth Swanwick |
Publisher | : Oxford University Press |
Total Pages | : 249 |
Release | : 2017 |
Genre | : Education |
ISBN | : 0190455713 |
Languages and Languaging in Deaf Education offers a profound vision for deaf education and studies, as author Ruth Swanwick offers bold contributions towards a new pedagogical framework. With a primary focus on the language and learning experiences of deaf children, this book creates a crucial dialogue between the field of deaf education and studies and the wider field of language education and research. Swanwick's fresh perspective on languages and languaging in deaf education brings new understandings of children's language repertoire, and further extends the meaning and application of dynamic plurilingual pedagogies. Ruth Swanwick addresses two major questions essential to the field: How do we understand and describe deaf children's language use and experience in terms of current concepts of language plurality and diversity? And, how does knowledge of, and a different perspective on, deaf children's language diversity and pluralism inform pedagogy? In this latest addition to the Professional Perspectives on Deafness series, Swanwick presents a new framework to imagine the classroom, synthesizing multilingual language practices, translanguaging, research, and practice.