ISBN-10:
1597565571
ISBN-13:
9781597565578
Pub. Date:
09/01/2013
Publisher:
Plural Pub Inc
Literacy and Deafness : Listening and Spoken Language / Edition 2

Literacy and Deafness : Listening and Spoken Language / Edition 2

by Lyn Robertson Ph.D.

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Product Details

ISBN-13: 9781597565578
Publisher: Plural Pub Inc
Publication date: 09/01/2013
Edition description: New Edition
Pages: 377
Product dimensions: 6.00(w) x 9.00(h) x 0.90(d)

Table of Contents

Preface xv

Contributors xxi

1 A History of Reading Achievement in People with Hearing Loss 1

Introduction 1

A Review of Selected Studies 3

Higher Academic Achievement and Spoken Language 12

Conclusion 19

References 19

2 Literacy Theories 23

Introduction 24

Theorizing About Reading 24

Definitions of Reading 25

Word Identification 27

Comprehension 29

An Interactive Theory 34

Many Disciplines Study Reading 35

Conclusion 40

References 40

3 Technology and Listening Carol Flexer 43

Introduction 43

Neurologic Basis of Listening and Literacy 44

Computer Analogy for Understanding Amplification Technology 48

Overview of Amplification Technologies-A New Context 49

Cochlear Implants 58

Auditory Feedback Loop 59

Distance Hearing and Incidental Learning 59

New Context for the Word "Deaf" 60

Conclusion 61

References 61

4 Spoken Language 67

Introduction 67

Learning the Sounds of a Spoken Language 68

Beyond the Sounds of Language 70

What About Bridging from American Sign Language? 71

Learning Spoken Language 73

Two Extended Studies of Children's Language Learning and Later Academic Achievement 75

"Advantaged" and "Disadvantaged" Parents 79

Conclusion 81

References 82

5 Hearing, Listening, and Literacy 85

Introduction 85

Phonological Awareness 87

Phonological Processing Capabilities 88

The Auditory-Verbal Approach 91

Principles of Listening and Spoken Language Specialist Auditory-Verbal Therapy (LSLS Cert. AVT) 93

Principles of Listening and Spoken Language Specialist Auditory-Verbal Education (LSLS Cert. AVEd) 96

Conclusion 98

References 99

6 Issues in Child Development Gina Dow 101

Introduction 101

Sensitivity in the Caregiving Relationship 104

Part I Early Identification 106

Attunement and Early Identification of Hearing Loss 106

Early Identification and Intervention: How Early Is Early Enough? 106

Early Identification in the United States 107

From Screening to Identification to Intervention 108

Concluding Remarks and Recommendations 112

Part II Typical Development-Birth to Age Five 113

Cognitive Development and Play 113

Motor Development 114

Development of Self-Help Skills 115

Developmental Context 116

The Family Context as the Child's Immediate Environment 116

The Social and Economic Context 116

The Cultural Context 117

When Hearing Impairment Co-Occurs with Other Conditions 117

Useful Links on Developmental Milestones, Developmental Disabilities, and Hearing Impairment 117

References 119

7 Learning to Read 125

Introduction 126

Constructivism in Action 127

Shared Book Reading 129

Establishing a Rich Literacy Environment 136

Reading Comprehension and the Child 137

Practical Ideas for Helping Children Learn to Read 139

Conclusion 151

References 152

8 Reading Aloud With Children 155

Introduction 155

When Should Reading Aloud Begin? 156

How-and Why-Should Reading Aloud Begin? 157

Reading Aloud Is an Indirect Way of Teaching a Child How to Read 158

Reading Aloud Is Also a Direct Way of Teaching a Child How to Read 158

How to Read Aloud with a Child with Hearing Loss 161

An Extraordinary Example of Reading Aloud: The 1,000-Day Reading Streak 166

Conclusion 168

References 168

9 Learning to Write 171

Introduction 171

Writing and the Auditory-Verbal Approach 173

A Word About Development 178

Practical Ideas for Helping Children Learn to Write 179

Conclusion 185

References 186

10 Creating and Using Language Experience Books 189

Introduction 189

Start and End with Listening 190

A Spiral Progression through Using Language Experience Books 190

Deciding on the Content for an LEB Entry 193

An Example 193

Conversations About Making and Using Language Experience Books 193

General Comments from Teachers and Therapists About Using Language Experience Books 196

Similarities and Differences Among Children With and Without Hearing Loss 198

Using Background Knowledge 201

Experiences of Teachers Who Have Been Trying Language Experience Books 205

A Mother's Experience with Language Experience Books 212

Conclusion 214

References 214

11 Proceeding Through School 215

Introduction 215

The "Fourth-Grade Slump" 216

Phonological Awareness, Vocabulary, and Reading Achievement 218

Academically Successful Young Adults with Hearing Loss 227

Conclusion 213

References 231

12 Parents, Therapists, and Teachers Working Together 233

Introduction 233

Emotional Connectedness and a Team Approach 235

IDEA and IEPs 237

Using Mediation and Mediation Skills 238

Practical Ways for the Team to Communicate 244

Conclusion 246

References 246

13 English Language Learners and Bilingualism 249

Introduction 249

Can Children with Hearing Loss Learn More Than One Spoken Language? 251

Learning to Read in the First Language First 254

Multilingual Mastery Is Possible 256

Hearing or Deaf, Language Learning Is Possible 258

Conclusion 259

References 259

14 Music Learning and Spoken Language Development 261

Introduction 261

Issues Involved in Learning About Music 262

Music Learning in Children with Hearing Loss 264

Music Learning in Children with Typical Hearing and Its Association with Literacy 265

Music Lessons for Children with Hearing Loss Who Are Learning to Listen 266

The Work of Two Talented Therapists 268

The Suzuki Approach and Literacy 270

Conclusion 272

References 273

15 Assessment Issues and Approaches 275

Introduction 275

Norm-Referenced Standardized Tests 276

Criterion-Referenced Tests 278

The Relative Value of Norm-Referenced and Criterion-Referenced Tests 278

Practical Reading Assessments for Teachers to Use 279

Conclusion 286

References 286

16 Promising Literacy Practices 287

Introduction 287

Four General Suggestions 289

Before, During, and After Reading 294

Basic Elements of a Lesson Plan 294

Specific Steps for Meeting Literacy Goals 298

Reading and Writing as Thinking: The Basis of Good Programs in Reading 302

Conclusion 303

References 303

17 Educational Settings for Children with Hearing Loss 305

Introduction 306

The Optimal Placement 306

What If the Optimum Is Not Possible? 308

Schooling Is Not the Only Source of Education 309

A Letter to a Mainstream Classroom Teacher 310

Conclusion 312

18 Parenting a Child with Hearing Loss 315

Introduction 315

Some Precepts to Consider 316

Conclusion 323

References 323

19 Where Are They Now? Listening and Spoken Language Outcomes 325

Introduction 325

The Questions 326

The Respondents 327

Reference 335

20 Thoughts From Two Founders of the Auditory-Verbal Approach 337

Introduction 337

Foreword, 1990 Daniel Ling 338

An Auditory-Verbal Retrospective: A Personal Account of Individual Effort and International Organization, 1989 Helen Hulick Beebe 340

References 346

Appendix A Knowledge Needed by Listening and Spoken Language Specialists 349

Appendix B Listening and Spoken Language Specialist (LSLS) Domains Addressed in This Book 357

Appendix C Description, Approaches, and Practice of Listening and Spoken Language Specialists 359

Index 363

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