The Oxford handbook of deaf studies in literacy / edited by Susan R. Easterbrooks and Hannah M. Dostal.
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, phonological or orth...
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| Online Access: |
Full Text (via Oxford Handbooks Online) |
|---|---|
| Other Authors: | , |
| Other title: | Deaf studies in literacy. |
| Format: | Continuing Resource |
| Language: | English |
| Published: |
New York :
Oxford University Press,
2020-2020.
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| Series: | Oxford library of psychology.
Oxford handbooks online. |
| Subjects: |
MARC
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| 245 | 0 | 4 | |a The Oxford handbook of deaf studies in literacy / |c edited by Susan R. Easterbrooks and Hannah M. Dostal. |
| 246 | 3 | 0 | |a Deaf studies in literacy. |
| 264 | 1 | |a New York : |b Oxford University Press, |c 2020-2020. | |
| 300 | |a 1 online resource (584 pages) | ||
| 310 | |a Monthly. | ||
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| 490 | 1 | |a Oxford library of psychology. | |
| 490 | 1 | |a Oxford handbooks online. | |
| 500 | |a Also issued in print: 2021. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | 0 | |t Deaf Studies in Literacy: Where is the Compass Pointing Us? / |r Susan R. Easterbrooks, Hannah M. Dostal -- |t Connections, Research, and Recommendations for the Importance of Morphosyntax in Literacy Acquisition across Languages for Learners who are Deaf or Hard of Hearing / |r Joanna Cannon, Jessica W. Trussell -- |t Deaf and Hard of Hearing Students and Academic Language(s): Advanced Language and Literacy Skills / |r Jessica Scott, Scott Cohen -- |t The Interplay between Pragmatics and Reading Comprehension in Children who are Deaf or Hard of Hearing / |r Louise Paatsch, Diane Toe -- |t Reading Comprehension: A Comparison of Hearing, Deaf, and Hard-of-Hearing (DHH) Children / |r Susan Sullivan, Jane V. Oakhill, Barbara Arfè, Nadina Gómez-Merino -- |t Reading Fluency in Deaf and Hard-of-Hearing Readers / |r Susan R. Easterbrooks, Paula Schwanenflugel -- |t Supporting School Readiness Skills and Home Literacy Environment in Young Children Who Are Deaf and Hard of Hearing / |r Loes Wauters, Jean DesJardin, Evelien Dirks -- |t Psychoeducational Assessment, Classroom Testing, and the Measurement of Literacy in Deaf and Hard-of-Hearing Learners / |r Donna Morere -- |t Language Assessment: Links to Literacy for Deaf and Hard of Hearing Bilingual Learners / |r Charlotte Enns, Lynn McQuarrie -- |t The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers / |r Fiona Elizabeth Kyle -- |t Literacy and Academic Engagement in Learners who are Deaf and Hard of Hearing / |r Jennifer Catalano -- |t Literacy Attainment among Children who are Deaf or Hard of Hearing: The Past, the Present and the Future / |r Margaret Harris, Emmanouela Terlektsi -- |t Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings / |r Beverly Trezek, Connie Mayer, Ye Wang -- |t Spelling: Why Explicit Instruction Is a Critical Component of Literacy Intervention for Children Who Are Deaf and Hard of Hearing / |r Heather Grantham -- |t The Writing Bridge: Investigating Reading and Writing Reciprocity / |r Hannah M. Dostal, Steve Graham -- |t Literacy Skills of Deaf College Students: Has Elvis Already Left the Building? / |r Marc Marschark, Mark Rosica -- |t Adult Reading Strategies: Visual-Spatial Conceptualization and Patterns of Thought / |r Julia A. Silvestri, Hannah A. Ehrenberg -- |t Literacy in Emerging Sign Language Communities: The Impact of Social, Political, and Educational Resources / |r Deanna L. Gagne, Marie Coppola -- |t Alternative Routes toward Literacy for Individuals with Deafblindness: The Role of Assistive Technology / |r Vassilios Argyropoulos, Magda Nikolaraizi, Maria Papazafiri -- |t Literacy in Learners Who Are Deaf or Hard of Hearing with Disabilities / |r Susan Bruce, Christy Borders -- |t The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children / |r Hannah M. Dostal, Amy R. Lederberg -- |t Bridging the Divide between Research and Practice: Recommendations for the Next Generation of Literacy Research in De Education / |r Stephanie Cawthon, Susan R. Easterbrooks -- |t This is Your Brain on Print: The Neurological Processes of Print Literacy / |r Jonathan Henner, Erica Bergmann -- |t A Didactic Illustration of Longitudinal Analysis for Language and Literacy Research among Individuals Who Are Deaf or Hard of Hearing / |r Lee Branum-Martin -- |t Deaf Studies in Literacy: Progress by Degrees? / |r Hannah M. Dostal, Susan R. Easterbrooks -- |t Listening, Language, and Literacy Development and Children with Hearing Loss Learning Spoken Language / |r Lyn Robertson -- |t Prevailing Theories of Reading Development and Deafness / |r Carol Connor, Jamie Greenberg -- |t What is Malleable in Literacy Teaching and Learning among Deaf and Hard-of-Hearing Readers? / |r Jennifer Lubke, Anne McGill-Franzen, Natalia Ward -- |t Written Word Recognition and Production Processes: A Challenge for Deaf Students and Their Teachers / |r Daniel Daigle, Rachel Berthiaume -- |t Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners / |r Shirin D. Antia, M. Christina Rivera -- |t Vocabulary Learning in Children with Cochlear Implants in Signed and Spoken Modalities / |r Daan Hermans, Lian van Berkel van Hoof, Harry Knoors. |
| 520 | 8 | |a 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, phonological or 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 nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension. | |
| 588 | |a Description based on online resource; title from home page (viewed on November 2, 2020) | ||
| 650 | 0 | |a Deaf people |x Education. |0 http://id.loc.gov/authorities/subjects/sh85036048. | |
| 650 | 0 | |a Hard of hearing people |x Education. | |
| 650 | 0 | |a Reading. |0 http://id.loc.gov/authorities/subjects/sh85111662. | |
| 650 | 0 | |a Literacy. |0 http://id.loc.gov/authorities/subjects/sh85077482. | |
| 700 | 1 | |a Easterbrooks, Susan R., |e editor. |0 http://id.loc.gov/authorities/names/n2001104043 |1 http://isni.org/isni/000000038389526X. | |
| 700 | 1 | |a Dostal, Hannah M., |e editor. |0 http://id.loc.gov/authorities/names/n2020023035. | |
| 776 | 0 | 8 | |i Print version : |z 9780197508268. |
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| 830 | 0 | |a Oxford handbooks online. |0 http://id.loc.gov/authorities/names/no2016007957. | |
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