Language Learning Practices with Deaf Children

ISBN-10: 089079927X
ISBN-13: 9780890799277
Edition: 3rd 2004
List price: $61.10
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Description: This text provides future and practicing teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. In this third edition of Language  More...

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Book details

List price: $61.10
Edition: 3rd
Copyright year: 2004
Publisher: PRO-ED, Incorporated
Binding: Hardcover
Pages: 302
Size: 6.25" wide x 9.25" long x 1.00" tall
Weight: 1.342
Language: English

This text provides future and practicing teachers of deaf children with basic theoretical and research knowledge as well as specific principles and practices for fostering the development of language and reading. In this third edition of Language Learning Practices with Deaf Children, the authors have added a section on language assessment in Chapter 7 addressing high-stakes or large-scale testing and a new chapter on special programs, including ASLDEnglish programs for children from multicultural homes and technology for language learning. An Appendix has been added with an annotated list of Internet Web sites that may be useful to teachers, parents, and preservice teachers as well as others interested in language practices with children who are deaf. Language Learning Practices with Deaf Children describes the variety of language development theories and practices that are used with deaf children, without advocating any particular approach. Chapters 1 and 2 cover some of the accepted facts and known problems of language acquisition and instruction with hearing and with deaf children. Implications for language development in deaf children are discussed. Chapter 3 is a history of instructional practices in language development with deaf children to show continuity between present and past practices and to illustrate the recurring cycles of major language development approaches with deaf children. Chapters 4, 5, and 8 detail the major approaches of the present time: natural methods, structural methods, and American Sign Language-English as a second language (ASLDESL) as well as specialized programs for children from multicultural homes and technology as part of language learning. Chapter 6 discusses reading and writing, and Chapter 7 focuses on the assessment of language and progress monitoring of language development among school-aged children. Finally, Chapter 9 offers some reflection on the material in the book.

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