A significant number of d/Deaf and hard of hearing (d/Dhh) children and adolescents experience challenges in acquiring a functional level of English language and literacy skills in the United States (and elsewhere). To provide an understanding of this issue, this book explores the theoretical underpinnings and synthesizes major research findings. It also covers critical controversial areas such as the use of assistive hearing devices, language, and literacy assessments, and inclusion. Although the targeted population is children and adolescents who are d/Dhh, contributors found it necessary to apply our understanding of the development of English in other populations of struggling readers and writers such as children with language or literacy disabilities and those for whom English is not the home language. Collectively, this information should assist scholars in conducting further research and enable educators to develop general instructional guidelines and strategies to improve the language and literacy levels of d/Dhh students. It is clear that there is not a 'one-size-fits-all' concept, but, rather, research and instruction should be differentiated to meet the needs of d/Dhh students. It is our hope that this book stimulates further theorizing and research and, most importantly, offers evidence- and reason-based practices for improving language and literacy abilities of d/Dhh students.
Language and Literacy
The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonologicalor orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuancedapproach, providing readers with the research to help DHH students gain competence in reading comprehension.
International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries--primarily the United States--but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners. Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions. This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school. Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
The difficulty that deaf and hard of hearing students have in attaining language and literacy skills has led to postulations that attribute their struggle to a developmental deficit. Recent research reveals, however, that deaf students acquire language structures, produce errors, and employ strategies in the same fashion as younger hearing students, though at later ages. The ability of all students to learn language and literacy skills in a similar manner at different stages forms the foundation of the Qualitative Similarity Hypothesis (QSH).
This volume describes the theoretical underpinnings and research findings of the QSH. It presents the educational implications for deaf and hard of hearing children and offers reason-based practices for improving their English language and literacy development. This collection also stresses the critical importance of exposing educators to the larger fields of literacy and second-language learning. Providing this background information expands the possibility of differentiating instruction to meet the needs of deaf students. Deaf Students and the Qualitative Similarity Hypothesis includes commentary on the QSH for both first- and second-language English learners and reflects on how the QSH can effect a better future for all language students.
The story of Blue Burt and Wiggles is brought to life with original music, voice and sign language helping all children appreciate the richness of a visual language. Missy Keast interprets the story of Blue Burt and Wiggles as he tries to find the courage to join his brothers and sisters in the pond. There are bonus features including read-along phrases, an activity guide, an interactive quiz, voiceover and ASL vocabulary.
A Creature was Stirring is brought to life with original music, voice and sign language helping all children appreciate the richness of a visual language. Manny Hernandez interprets the story of the night before Christmas. There are bonus features including a read-along text, an activity guide, an interactive quiz, and ASL vocabulary.
Considerable research has explored the most effective strategies used by deaf parents and teachers for reading to deaf children. Based on those studies and direct observations by the author, the fifteen principles outlined in *the accompany manual and vividly demonstrated on the videotape are a guide for parents and teachers who want to promote literacy, and share the pleasure of reading with the deaf and hard of hearing children.
Overall, the book maintains that a balanced instructional framework is the most judicious approach to maximize literacy outcomes for students who are deaf and hard of hearing.
The story of Gladys is brought to life with original music, voice and sign language helping all children appreciate the richness of a visual language. Missy Keast interprets the story of Gladys as she tries to find the source of a delicious smell in the zoo. There are bonus features including a read-along phrases, an activity guide, an interactive quiz, voiceover and ASL vocabulary.
An explanation for hearing teachers of students who are deaf on why it is important to teach foreign language to them. Some techniques including modifications to traditional teaching methods are also presented on how the teachers at Gallaudet University teach foreign languages. In an effort to assist hearing teachers teach the French and Spanish language to deaf students, they created a series of grammatical lessons in each language but taught in ASL.