This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.
| Preface |
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ix | |
| Contributors |
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xiii | |
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1 Sleuthing the 93% Solution in Deaf Education |
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1 | (32) |
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PART 1 Diversity in Deaf Learners |
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2 Assessment and Development of Deaf Children with Multiple Challenges |
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33 | (26) |
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3 Deaf and Hard-of-Hearing Multilingual Learners: Language Acquisition in a Multilingual World |
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59 | (22) |
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4 Dialogic Teaching and Translanguaging in Deaf Education |
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81 | (30) |
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PART 2 Language Development and Language Assessment |
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5 Effects of Family Variables on Spoken Language in Children with Cochlear Implants |
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111 | (18) |
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6 Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children |
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129 | (20) |
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7 The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children |
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149 | (22) |
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8 Measuring Deaf Learners' Language Progress in School |
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171 | (20) |
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PART 3 Literacy and Numeracy |
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9 Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills |
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191 | (26) |
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10 Reading Development in Deaf Children: The Fundamental Role of Language Skills |
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217 | (20) |
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11 Word Identification and Adolescent Deaf and Hard-of-Hearing Readers: Going Back to Learning to Read |
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237 | (26) |
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12 Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing |
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263 | (20) |
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13 Thinking in Action and Beyond |
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283 | (20) |
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14 Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment |
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303 | (20) |
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PART 4 Cognitive and Social-Emotional Dimensions of Learning |
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15 Implications of Cross-Modal and Intramodal Plasticity for the Education and Rehabilitation of Deaf Children and Adults |
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323 | (40) |
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16 Neurocognitive Functioning in Deaf Children with Cochlear Implants |
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363 | (34) |
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17 Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings |
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397 | (20) |
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18 The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment |
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417 | (20) |
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19 Psychosocial Development of Hard-of-Hearing Preschool Children: Implications for Early Intervention |
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437 | (18) |
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20 Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective |
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455 | (22) |
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Constance Th. W. M. Vissers |
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21 Mental Health and Psychosocial Well-Being in Deaf and Hard-of-Hearing Students |
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477 | (18) |
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22 Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills |
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495 | (26) |
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PART 5 Learning, Context, and Technology |
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23 Revisiting Curricula for Deaf Students: A Norwegian Perspective |
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521 | (22) |
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24 Importance of Technology for Education of Deaf Students |
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543 | (26) |
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25 Online Learning and Deaf Students: Accessible by Design |
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569 | (22) |
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26 Mind the Gap!: The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence |
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591 | (30) |
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| Index |
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621 | |
Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education.
Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings.
