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Product Identifiers
PublisherOxford University Press, Incorporated
ISBN-100199838550
ISBN-139780199838554
eBay Product ID (ePID)160034102
Product Key Features
Number of Pages288 Pages
Publication NameLiteracy Instruction for Students Who Are Deaf and Hard of Hearing
LanguageEnglish
Publication Year2013
SubjectAudiology & Speech Pathology, Reading Skills, General, Special Education / Physical Disabilities, Literacy
TypeTextbook
AuthorSusan R. Easterbrooks, Jennifer Beal-Alvarez
Subject AreaLanguage Arts & Disciplines, Education, Psychology, Medical
SeriesProfessional Perspectives on Deafness: Evidence and Applications Ser.
FormatTrade Paperback
Dimensions
Item Height0.6 in
Item Weight14.4 Oz
Item Length9.1 in
Item Width6.1 in
Additional Product Features
Intended AudienceScholarly & Professional
LCCN2012-036484
Dewey Edition23
Reviews"Regardless of how you read, and what you want to read for, I strongly encourage you to consider reading Literacy Instruction. The content of this volume appropriately addresses the complexity of learning to read, and by extension, of teaching students how to read... Literacy Instruction covers a lot of ground in less than 300 pages, for which the authors are to be commended... One of the most significant contributions researchers can make to the field is to empower students, parents, and teachers to make transparent the evidence base for educational practices for students who are deaf and hard of hearing. I am grateful to the authors of Literacy Instruction for pointing us toward that larger dialogue." -- Stephanie W. Cawthon, American Annals of the Deaf, "Regardless of how you read, and what you want to read for, I strongly encourage you to consider reading Literacy Instruction. The content of this volume appropriately addresses the complexity of learning to read, and by extension, of teaching students how to read... Literacy Instruction covers a lot of ground in less than 300 pages, for which the authors are to be commended... One of the most significant contributions researchers can make tothe field is to empower students, parents, and teachers to make transparent the evidence base for educational practices for students who are deaf and hard of hearing. I am grateful to the authors of Literacy Instructionfor pointing us toward that larger dialogue." -- Stephanie W. Cawthon, American Annals of the Deaf
IllustratedYes
Dewey Decimal371.91/246
Table Of Content1. Introduction and Overview2. Current Practices3. Assessment for Reading Instruction4. Vocabulary: Word Meaning5. Vocabulary: From Phonological Decoding to Word Work6. Grammar and Text Comprehension7. Fluency8. Closing Thoughts, Final DirectionsReferencesIndex
SynopsisMost students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. Additionally, instructional practices for DHH students tend to be directed toward two sub-populations of DHH students: those with useable access to sound and those without.Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for DHH students and provides practitioners and parents with a process for determining whether a practice is or is not "evidence-based." Easterbrooks and Beals-Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students' literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension.In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel's five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the DHH population, and review the challenges yet to be addressed in deaf education., Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. Additionally, instructional practices for DHH students tend to be directed toward two sub-populations of DHH students: those with useable access to sound and those without. Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for DHH students and provides practitioners and parents with a process for determining whether a practice is or is not "evidence-based." Easterbrooks and Beals-Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students' literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel's five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the DHH population, and review the challenges yet to be addressed in deaf education., Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy to students who are deaf or hard of hearing in the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
LC Classification NumberHV2469.R4E27 2013
