Reading and Deafness: Theory, Research, and Practice

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Overview

This first-of-its-kind text connects theories and research with classroom practice to provide a comprehensive and balanced view of reading and deafness that addresses a broad scope of literacy concepts. An excellent classroom resource, the text offers current and future deaf educators with research-based reading instructional practices and techniques for implementing these strategies with students.

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Editorial Reviews

Doody's Review Service
Reviewer: Kristin B Keller, M.S., CCC-SLP(George Washington University)
Description: This book presents reading theories, research, and interventions for deaf or hard of hearing students.
Purpose: The purpose is to provide an introduction to reading development and research-based instructional practices for students who are deaf or hard of hearing. The authors provide a comprehensive book on reading practices as well as references for additional education.
Audience: This book may be appropriate for undergraduates who have an interest in reading therapy as it provides a nice introduction to theory and research. It would serve graduate students well who are studying to become deaf educators as well as a resource for clinicians providing reading services and instruction.
Features: The authors do a wonderful job of presenting information in a chronological order so each chapter builds on the previous. Each chapter begins with stated objectives and concludes with review and reflect questions, application exercises, and suggested readings and resources. The authors provide a great summary of the National Reading Panel research and its application to reading therapy. Another key feature is a case study section which highlights four students who are deaf or hard of hearing. The book also offers exercises for readers to apply their knowledge of reading intervention to each of the four case studies. Lastly, the chapter on using technology in reading instruction is functional and efficacious.
Assessment: This is an excellent book on reading development and research. More importantly, it provides a comprehensive teaching tool and reference for those providing reading instruction to students who are deaf or hard of hearing. As a speech language pathologist, I found this an invaluable resource as an introduction to an area of reading that will undoubtedly enhance my knowledge and skills as a therapist.
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Product Details

  • ISBN-13: 9781428324350
  • Publisher: Cengage Learning
  • Publication date: 1/29/2009
  • Edition description: New Edition
  • Pages: 352
  • Sales rank: 855,030
  • Product dimensions: 7.30 (w) x 9.10 (h) x 0.70 (d)

Meet the Author

Dr. Beverly Trezek is a licensed Special Education teacher with more than 12 years of teaching experience who holds PreK-12 certification in the areas of Hearing Impairments and Learning Disabilities. In addition to her teacher certifications, Dr. Trezek is also a licensed Visual Phonics trainer. Dr. Trezek served as a consultant on three Federal grants that employed the use of technology to enhance reading, language and vocabulary instruction for children who are deaf or hard of hearing. Her role in these grants included writing grant proposals, assisting with the development of computer technology, designing interventions and test protocols, implementing interventions, collecting data and collaborating with teachers, teacher assistants and administrators in the three states where field-testing occurred. Dr. Trezek has also conducted numerous presentations and training sessions on using innovative instructional strategies, such as Direct Instruction curriculum supplemented by Visual Phonics, to improve reading achievement for students. An article summarizing the results of a study based on her work with these instructional practices was recently published in a prestigious scholarly publication The Journal of Deaf Studies and Deaf Education. Dr. Trezek is continuing this line of research and is currently serving as a Direct Instruction trainer and coach to the Houston Public Schools Hearing Impaired Program in Houston, TX and a Visual Phonics consultant and coach to the Columbus Public Schools Hearing Impaired Program in Columbus, OH. In her position as an Assistant Professor in the Language, Literacy and Specialized Instruction department at DePaul University, Dr. Trezek teaches courses in Reading and Learning Disabilities.

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

Part 1: Theory and Research Chapter 1: Introduction to Reading and Deafness Chapter 2: Cognitive View of Reading and Instruction for Students Who Are Deaf or Hard of Hearing Chapter 3: Phonology and Deafness Part 2: Case Studies Part 3: Instructional Practices Chapter 4: Phonemic Awareness and Phonics Chapter 5: Fluency. Chapter 6: Vocabulary. Chapter 7: Comprehension Part 4: Implications and Recommendations Chapter 8: Reading and Literate Thought Chapter 9: Computer Technology, Teacher Education, and Implications for Practice in Def Education Epilogue Glossary Author Index Subject Index

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