Language Learning in Children Who Are Deaf and Hard of Hearing

Informationen zum Autor Susan R. Easterbrooks is Professor Emerita, Department of Educational Psychology and Special Education at Georgia State University in Atlanta, Georgia. She has been in the field of deaf education for over 45 years as a teacher, lecturer, clinician, school administrator, school psychologist, researcher, and author. She has written numerous articles and chapters as well as three textbooks on language and literacy development in DHH students, and she is currently the Editor-in-Chief of the Journal of Deaf Studies and Deaf Education. Klappentext This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes. Zusammenfassung This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes. Inhaltsverzeichnis Chapter 1. IntroductionChapter 2. Perspectives on Language InstructionChapter 3. Current Research on the Acquisition of Language in Children Who are Deaf and Hard-of-HearingChapter 4. Assessment and Planning for Language InstructionChapter 5. Instructional Practices and StrategiesChapter 6. Teaching Vocabulary and MorphosyntaxChapter 7. The Role of Asking and Answering Questions in Language AcquisitionChapter 8. English and ASL GrammarChapter 9. Classroom Case Histories...

Autorentext

Susan R. Easterbrooks is Professor Emerita, Department of Educational Psychology and Special Education at Georgia State University in Atlanta, Georgia. She has been in the field of deaf education for over 45 years as a teacher, lecturer, clinician, school administrator, school psychologist, researcher, and author. She has written numerous articles and chapters as well as three textbooks on language and literacy development in DHH students, and she is currently the Editor-in-Chief of the Journal of Deaf Studies and Deaf Education.

Klappentext

This volume is the long-awaited revision of the only textbook on primary language instruction written with classroom teachers of deaf and hard-of-hearing children (TODs) in mind. It builds on the work of the previous edition, describing the experiences of four real TODs and demonstrates practical application of the concepts discussed. Up-to-date chapters on theory of language learning, assessment, and evidence-based practice supplement specific examples of real cases in the field. Avoiding promotion of one teaching philosophy over another, this volume demonstrates the commonalities across classroom language instruction approaches for DHH children and helps guide teachers to enhance learning outcomes.

Inhalt

• Chapter 1. Introduction
• Chapter 2. Perspectives on Language Instruction
• Chapter 3. Current Research on the Acquisition of Language in Children Who are Deaf and Hard-of-Hearing
• Chapter 4. Assessment and Planning for Language Instruction
• Chapter 5. Instructional Practices and Strategies
• Chapter 6. Teaching Vocabulary and Morphosyntax
• Chapter 7. The Role of Asking and Answering Questions in Language Acquisition
• Chapter 8. English and ASL Grammar
• Chapter 9. Classroom Case Histories