Language and Deafness / Edition 3

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2000 Trade paperback 3rd ed. BRAND NEW(never opened)/slightly shelfworn to cover edge-ships immediately Trade paperback (US). Glued binding. 720 p. Audience: General/trade.

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Overview

The Fourth Edition of Language and Deafness covers language and literacy development from preschool through adolescence. It provides a clear depiction of the language/communication systems of d/Deaf and hard of hearing children and adolescents, and offers a comprehensive discussion of the current theories of language acquisition. In an easy-to-read, accessible manner, students will learn the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems, linguistics/sociolinguistics of American Sign Language, and multicultural aspects, including bilingualism and second-language learning are covered in detail. Each chapter includes major objectives, summaries, suggested readings, problem-solving activities and challenge review questions to stimulate and provoke classroom dialogue.

The book contains black-and-white illustrations.

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Editorial Reviews

Christine Gilmore Eubanks
This book is an interesting overview of language and literacy development in deaf students. It provides a review of the available communication modes (American Sign Language, Signed English, Total Communication, Cued Speech, etc.) and covers the controversies involved in the choice of method and the supporting research. The book discusses the development of reading, writing, and bilingual skills, including a chapter on the development of English as a second language. It also presents strategies for language instruction and assessment The purpose is to present the research on the languages and communication modes available for the education of the deaf. It acknowledges, and attempts to explain, the polarization that exists among proponents of different approaches. The authors present an impartial review of the current and needed research in this area, and in the context of metatheory, help clinicians to develop their own philosophy based on an examination of the issues involved. Targeted for graduate students in audiology, clinicians, and educators of the deaf, the book provides an up-to-date and comprehensive overview for the intermediate reader. Both authors are well regarded in the areas of language development and deaf education. The book is generally easy to read (both in content and appearance) and provides a thorough index and table of contents. The illustrations of the various manual languages were reasonably good, though more illustration of cued speech and tactile aids would have been helpful. The book provides chapter topics and comprehension questions as well as a separate student study guide (not reviewed). This book is a good review of the controversies and research in thefield of language and literacy development in the deaf. It updates the first edition by rethinking some issues and by subsequently restructuring the book's organization. It would make a useful addition to a professional library.
From The Critics
Reviewer: Christine Gilmore Eubanks, PhD (University of Mississippi)
Description: This book is an interesting overview of language and literacy development in deaf students. It provides a review of the available communication modes (American Sign Language, Signed English, Total Communication, Cued Speech, etc.) and covers the controversies involved in the choice of method and the supporting research. The book discusses the development of reading, writing, and bilingual skills, including a chapter on the development of English as a second language. It also presents strategies for language instruction and assessment
Purpose: The purpose is to present the research on the languages and communication modes available for the education of the deaf. It acknowledges, and attempts to explain, the polarization that exists among proponents of different approaches. The authors present an impartial review of the current and needed research in this area, and in the context of metatheory, help clinicians to develop their own philosophy based on an examination of the issues involved.
Audience: Targeted for graduate students in audiology, clinicians, and educators of the deaf, the book provides an up-to-date and comprehensive overview for the intermediate reader. Both authors are well regarded in the areas of language development and deaf education.
Features: The book is generally easy to read (both in content and appearance) and provides a thorough index and table of contents. The illustrations of the various manual languages were reasonably good, though more illustration of cued speech and tactile aids would have been helpful. The book provides chapter topics and comprehension questions as well as a separate student study guide (not reviewed).
Assessment: This book is a good review of the controversies and research in the field of language and literacy development in the deaf. It updates the first edition by rethinking some issues and by subsequently restructuring the book's organization. It would make a useful addition to a professional library.
Booknews
For student and practicing teachers and clinicians, Paul (education, Ohio State U.) introduces language development in deaf children. He includes much more detail about language than is common in beginner texts in the belief that teachers and clinicians must have it in order to promote initial language development of deaf children and to use more structured approaches at a later age if the earlier practices fail. In the third edition (first in 1984) he updates theories and research and adds more information on the structures and functions of language, instruction and assessment, English literacy skills, and other topics. Annotation c. Book News, Inc., Portland, OR (booknews.com)

3 Stars from Doody
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Product Details

  • ISBN-13: 9781565939998
  • Publisher: Cengage Learning
  • Publication date: 10/28/2000
  • Edition description: 3RD
  • Edition number: 3
  • Pages: 720
  • Product dimensions: 5.80 (w) x 8.90 (h) x 1.60 (d)

Meet the Author

Professor in the School of Teaching and Learning (Integrated Teaching & Learning) in the College of Education at the Ohio State University. One of his major responsibilities is teacher education for individuals interested in the education of deaf and hard of hearing students. Dr. Paul's research interests involve the areas of vocabulary, literacy, and literate thought. Dr. Paul has published extensively on language and literacy development of individuals with severe to profound hearing impairment. His scholarly texts include Education and Deafness (with Stephen P. Quigley), Toward a Psychology of Deafness, and Literacy and Deafness. Dr. Paul (with Stephen P. Quigley and others) has also worked on educational materials, particularly special reading series for deaf and hard of hearing students - Reading Milestones and Reading Bridge. The College of Education at Ohio State University presented Dr. Paul with the 2000 Senior Faculty Research Award for outstanding research in the field of education.

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Table of Contents

Introduction to Language and Deafness. Language Functions and Structures. Language Acquisition: A Brief Overview of Perspectives. Primary Language Development Perspectives and Issues. Orality: Speech, Audition, and Speechreading. Signed Systems. American Sign Language. Script Literacy: Development of Reading and Writing. Bilingualism and Second Language Learning. Language Instruction. Language Assessment. A Brief Synthesis. Index.

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