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| Introduction | |
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| An Introduction to the Language Instruction of Children Who are Deaf and Hard of Hearing | |
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| Language Issues within the Context of History | |
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| Language Issues within the Context of Instruction | |
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| Language Issues within the Context of Technology | |
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| Language Issues within the Context of Culture | |
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| Language Issues within the Context of the Law | |
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| Summary | |
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| Questions for Critical Thinking | |
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| Language Acquisition in Children Who Are Deaf and Hard of Hearing | |
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| The Nature of Language | |
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| Theories of Language Development | |
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| Stages of Language Development | |
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| The Critical Period for First Language Acquisition | |
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| Factors That Contribute to Language Acquisition | |
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| The Influence of Bilingualism on Deaf Education | |
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| Hard of Hearing Children | |
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| Summary | |
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| Questions for Critical Thinking | |
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| Multiple Pathways to Language Learning | |
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| How Children Learn Language | |
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| Heterogeneity of the Population | |
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| Summary | |
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| Questions for Critical Thinking | |
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| Assessment of Language | |
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| Standards for Assessment | |
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| Why Do We Assess? | |
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| Types of Tests and Test Scores | |
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| Issues in Assessment of Deaf and Hard of Hearing Students | |
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| Formal and Informal Measures of Language | |
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| Evaluators and Students | |
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| Choosing a Battery of Tests and Other Assessment Procedures | |
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| Language Development versus Language Disorders | |
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| Summary | |
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| Questions for Critical Thinking | |
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| Available Tests | |
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| Instructions for Using Checklist of Emerging ASL Skills | |
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| From Theory to Practice | |
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| Pragmatic Intent: The Heart and Soul of Language Learning | |
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| Language Instruction in Students Who Are Deaf and Hard of Hearing | |
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| Language Learning Principles | |
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| Language Instructional Approaches, Practices, and Techniques | |
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| Considering the Needs of the Individual | |
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| Planning Language Instruction | |
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| Summary | |
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| Questions for Critical Thinking | |
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| Answering and Asking Questions: Keys to Conversation | |
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| The Relationship between Questioning and Conversation | |
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| The Johnson Conversational Model | |
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| Promoting Conversation and Questioning Skills | |
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| Question Forms in English | |
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| Question Formation in ASL | |
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| The Elephant in the Livingroom | |
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| Summary | |
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| Questions for Critical Thinking | |
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| English and ASL Grammar | |
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| Orientation to English Language Structure | |
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| Orientation to the Components of ASL | |
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| An Examination of Nouns, Noun Phrases, and Nominalized Forms of English | |
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| Noun Issues in ASL | |
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| An Examination of Verbs, Verb Phrases, and the Auxiliary System of English | |
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| Verbs in ASL | |
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| An Examination of English Adjectives, Adjective Phrases, and Advanced Adjectival Forms | |
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| Adjective Issues in ASL | |
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| An Examination of English Adverbs, Adverb Phrases, and Advanced Adverb Forms | |
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| Adverb Issues in ASL | |
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| An Examination of the Negation System of English | |
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| Negation Issues in ASL | |
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| Summary | |
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| Question for Critical Thinking | |
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| References | |
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| Index | |