Literacy instruction for students who are deaf and hard of hearing
(Book)

Book Cover
Average Rating
Author
Easterbrooks, Susan R.
Contributors
Beal-Alvarez, Jennifer.
Status
On Shelf
General Shelving - 3rd Floor
HV2469.R4 E27 2013
1 available

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LocationCall NumberStatus
General Shelving - 3rd FloorHV2469.R4 E27 2013On Shelf

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Subjects

LC Subjects
Deaf people -- Education.
Hard of hearing people -- Education.
Literacy.
Reading.
OCLC Fast Subjects
Deaf -- Education
Hearing impaired -- Education
Literacy
Reading
Other Subjects
Deafness -- education.
Döva personer.
Education of Hearing Disabled
Educational Status
Lecture.
Läs- och skrivkunnighet.
Personer med hörselskada.
Personnes sourdes -- Éducation.
Persons With Hearing Impairments
Reading
Undervisning.

More Details

Format
Book
Physical Desc
v, 280 pages : illustrations ; 24 cm.
Language
English

Notes

Bibliography
Includes bibliographical references (pages 227-271) and index.
Description
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.
Description
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.
Description
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.
Local note
SACFinal081324

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Citations

APA Citation, 7th Edition (style guide)

Easterbrooks, S. R., & Beal-Alvarez, J. (2013). Literacy instruction for students who are deaf and hard of hearing . Oxford University Press.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Easterbrooks, Susan R and Jennifer. Beal-Alvarez. 2013. Literacy Instruction for Students Who Are Deaf and Hard of Hearing. Oxford ; New York: Oxford University Press.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Easterbrooks, Susan R and Jennifer. Beal-Alvarez. Literacy Instruction for Students Who Are Deaf and Hard of Hearing Oxford ; New York: Oxford University Press, 2013.

Harvard Citation (style guide)

Easterbrooks, S. R. and Beal-Alvarez, J. (2013). Literacy instruction for students who are deaf and hard of hearing. Oxford ; New York: Oxford University Press.

MLA Citation, 9th Edition (style guide)

Easterbrooks, Susan R., and Jennifer Beal-Alvarez. Literacy Instruction for Students Who Are Deaf and Hard of Hearing Oxford University Press, 2013.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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