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Literacy instruction for students who are deaf and hard of hearing / Susan R. Easterbrooks and Jennifer Beal-Alvarez.

By: Contributor(s): Material type: TextTextSeries: Professional perspectives on deafnessPublication details: Oxford ; New York : Oxford University Press, ©2013.Description: v, 280 pages : illustrations ; 24 cmISBN:
  • 9780199838554
  • 0199838550
Subject(s): LOC classification:
  • HV2469.R4 E27 2013
Contents:
Current practices -- Assessment for reading instruction -- Vocabulary : word meaning -- Vocabulary : from phonological decoding to word work -- Grammar and text comprehension -- Fluency.
Summary: 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.Summary: 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.Summary: 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.
Holdings
Item type Current library Call number Status Date due Barcode
Books (30-Day Checkout) Books (30-Day Checkout) Nash Library General Stacks HV2469.R4E27 2013 Checked out 07/25/2024 33710001222533

Includes bibliographical references (pages 227-271) and index.

Current practices -- Assessment for reading instruction -- Vocabulary : word meaning -- Vocabulary : from phonological decoding to word work -- Grammar and text comprehension -- Fluency.

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.