Literacy and Deafness: The Development of Reading, Writing, and Literate Thought / Edition 1

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Overview

The development of literacy (reading and writing skills) is important for success in school and mainstream society. Some might argue, however, that literacy skills are not necessary for the development of literate thought (the ability to think critically and reflectively). This book provides some insights into the relationship between literacy and literate thought. In the first few chapters, readers are introduced to major perspectives on literacy, the role of teaching, deafness, research on both hearing and deaf students and the development of writing on these students. It continues with an overview of the major tenets of the literary critical perspective, an overview of the theory and research and teaching literacy to ESL students. The book winds down with reform assessment and the argument that educators need to consider alternative measures of achievement. All educators, but especially those with hearing-impaired students, deaf interpreters, and speech pathologists.

Incl. reading comprehension, development of writing, second- language literacy, real-world/home experiences, assmt etc.

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Editorial Reviews

Booknews
A treatment of the acquisition of English literacy skills in children and adolescents with severe to profound hearing impairment. The author surveys major aspects of literacy and deafness, including reading comprehension frameworks, perspectives on writing and second- language literacy. He offers guidelines for instructional issues such as school environments, print vocabulary building, higher-level comprehension, and writing skills. Extensive appendices review key issues and challenges for teachers, and suggest a list of books and materials for children and adults. Annotation c. by Book News, Inc., Portland, Or.
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Product Details

  • ISBN-13: 9780205175765
  • Publisher: Pearson
  • Publication date: 8/13/1997
  • Edition description: FACSIMILE
  • Edition number: 1
  • Pages: 358
  • Product dimensions: 7.25 (w) x 9.50 (h) x 1.25 (d)

Table of Contents

All chapters conclude with “A Final Word” and “Further Readings.”

Preface.

1.Introduction to Literacy and Deafness.

Metatheorizing in Literacy and Deafness.

Perspectives on Literacy.

Two World-Views for Theorizing, Research, and Instruction.

Discussion of Deafness.

Overview of Literacy Achievement and Deafness.

2.Reading-Comprehension Perspective: Theories and Research on Hearing Students.

Reading-Comprehension Framework: The Notion of Models.

Bottom-Up Models.

Top-Down Models.

Interactive Models.

Research on Reading-Comprehension and Hearing Students: A Summary.

3.Reading-Comprehensive Perspective: Research on Students Who Are Deaf.

Perspectives on Reading Achievement and Deafness.

Select Subgroups.

Research on Selected Text-Based Variables.

Research on Selected Reader-Based Variables.

4.The Development of Writing.

Models of Writing.

Critique of the Three Broad Theoretical Views.

Research on Written Language and Hearing Students.

Stages of Written Language Development.

Research on Written Language and Students Who Are Deaf.

The Reading-Writing Connection: Future Directions.

5.Literary Critical Perspectives.

Critical Theory: A Brief Introduction.

Critical Theory and Literacy.

Clinical and Cultural Perspectives.

6.Second-Language Literacy.

Bilingualism and Second-Language Learning: Description.

Theories of Second-Language Learning and Second-Language Literacy.

The Development of L1 and L2: Similar or Different?

Type of Student and Language Goal.

Synthesis of Research.

The Notion of Transfer.

ASL and Second-Language Literacy: Remarks and Future Research.

7.Instruction and First-Language Literacy, [Martha G. Gaustad, Bowling Green State University; Peter V. Paul, The Ohio State University].

General Instructional Issues.

The Emergence of Literacy Skills: Focus on Typical Readers/Writers.

Beginning Literacy and Children Who are Deaf.

Instruction: Actions for Meeting Literacy Readiness.

Instruction for Classroom Development of Literacy Skills.

8.Instruction and Second-Language Literacy [Peter V. Paul & Martha G. Gaustad].

Selection of Students and Teachers.

Curricular and Instructional Issues.

Use of ASL in Teaching English.

ASL/English Bilingual Education: Some Considerations.

9.Literacy Assessment: Selected Issues.

General Issues of Assessment.

Assessment: Purpose and Use.

A Few Assessment Issues Related to Deafness.

Characteristics of Good Assessment Tools.

Categories of Literacy Assessment.

10.Literacy, Literate Thought, and Deafness: A Brief Synthesis.

Effects of Metatheory and Metatheorizing.

Reciprocal Relation Between Conversational and Written Forms.

Appendix A: Comprehension Questions and Challenge Questions.

Appendix B: Suggested Books and Materials for Children and Adolescents.

References.

Index.

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