Literacy and Deafness

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Literacy and Deafness

Literacy and Deafness
Listening and Spoken Language

: Second Edition

: Lyn Robertson

Details:: 400 pages, Illustrated (B/W), Softcover, 6 x 9"

ISBN13:: 978-1-59756-557-8

Release Date:: 09/15/2013

$59.95

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About
Contents
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Overview

Literacy and Deafness: Listening and Spoken Language, now in its second edition, is intended for speech-language pathologists, teachers, and parents of children with hearing loss. Research shows that literacy levels are generally higher in individuals with hearing loss who have learned the spoken language they are reading. At a time when advancements in technology continue to provide increasingly improved access to sound and spoken language, this book pulls together the dominant research from the hearing world and applies it to the world of the deaf and hard of hearing. The author argues that helping a child learn to listen and speak is the best way to ensure he or she will learn to read and write.

For the second edition, the author has revised and updated the content, expanded several chapters, and added four new chapters:

Reading Aloud with Children
Creating and Using Language Experience Books
Music Learning and Spoken Language Development
Parenting a Child with Hearing Loss
Where Are They Now? Listening and Spoken Language Outcomes

Literacy and Deafness: Listening and Spoken Language, Second Edition, is a valuable tool for those who wish to help individuals with hearing loss develop the highest possible levels of literacy.

Reviews

Louise de Beuzeville, The Author (January 2009):
"As a summary and guide to the development of language in children who are hearing or D/HoH, it is a very worthwhile book. [Refers to First Edition.]"
Susan K. Keenan, EdD (National Technical Institute for the Deaf, Rochester Institute of Technology), The Volta Review (2009):
"In a book designed for parents, educators, and other professionals in the field of deaf education, the author balances theory and research with both practical approaches and anecdotal evidence to support her premise. [Refers to First Edition.]"
Judy Halden, Specialist SLT with Deaf People, Integrated Services for Learning, Low Incidence Team, Hertfordshire, Royal College of Speech & Language Therapists (2014):
"This book is aimed at those who wish to know more about how spoken language underpins the development of literacy. However, much of the content is applicable to all children, as well as to those with a hearing loss. This second edition includes 20 chapters, ﬁve of which are new. These include an historical overview of reading achievements of people with hearing loss; reviews of literacy theories; diﬀerent approaches to reading, propounding the importance of developing language as a basis for reading, not just phonics; as well as excellent examples of ways in which literacy might be developed both at home and at school. The author alludes to the auditoryverbal approach throughout the book and it ﬁnishes with a more detailed description of this approach, including thoughts from two of its founders, Daniel Ling and Helen Beebe. ..."
Hannah Street, Audiology Now (2015):
"Lyn Robertson is persuasive in her arguments and lays out very clearly her reasons, backed-up by extensive evidence, for advocating an auditory-verbal approach. There are many practical measures in this book that would be useful for speech pathologists, teachers and parents of children with hearing loss. In fact this book is useful for any parent whose child is learning to read and write."

Preface
Contributors

Chapter 1. A History of Reading Achievement in People with Hearing Loss

Introduction
A Review of Selected Studies
Higher Academic Achievement and Spoken Language
Conclusion
References

Chapter 2. Literacy Theories

Introduction
Theorizing About Reading
Definitions of Reading
Word Identification
Comprehension
An Interactive Theory
Many Disciplines Study Reading
Conclusion
References

Chapter 3. Technology and Listening, by Carol Flexer, Ph.D., LSLS CERT. AVT

Introduction
Neurologic Basis of Listening and Literacy
Computer Analogy for Understanding Amplification Technology
Overview of Amplification TechnologiesA New Context
Cochlear Implants
Auditory Feedback Loop
Distance Hearing/Incidental Learning
New Context for the Word Deaf
Conclusion
References

Chapter 4. Spoken Language

Introduction
Learning the Sounds of a Spoken Language
Beyond the Sounds of Language
What About Bridging from American Sign Language?
Learning Spoken Language
Two Extended Studies of Childrens Language Learning and Later Academic Achievement
Advantaged and Disadvantaged Parents
Conclusion
References

Chapter 5. Hearing, Listening, and Literacy

Introduction
Phonological Awareness
Phonological Processing Capabilities
The Auditory-Verbal Approach
Principles of Listening and Spoken Language Specialist Auditory-Verbal Therapy (LSLS Cert. AVT)
Principles of Listening and Spoken Language Specialist Auditory-Verbal Education (LSLS Cert. AVEd)
Conclusion
References

Chapter 6. Issues in Child Development, by Gina Dow, Ph.D.

Introduction
Sensitivity in the Caregiving Relationship
Part I: Early Identification
- Attunement and Early Identification of Hearing Loss
- Early Identification and InterventionHow Early Is Early Enough?
- Early Identification in the United States
- From Screening to Identification to Intervention
- Concluding Remarks and Recommendations
Part II: Typical DevelopmentBirth to Age Five
- Cognitive Development and Play
- Motor Development
- Development of Self-Help Skills
Developmental Context
- The Family Context as the Childs Immediate Environment
- The Social and Economic Context
- The Cultural Context
- When Hearing Impairment Co-Occurs with Other Conditions
- Useful Links on Developmental Milestones, Developmental Disabilities, and Hearing Impairment
References

Chapter 7. Learning to Read

Introduction
Constructivism in Action
Shared Book Reading
Establishing a Rich Literacy Environment
Reading Comprehension and the Child
Practical Ideas for Helping Children Learn to Read
Conclusion

Chapter 8. Reading Aloud With Children

Introduction
When Should Reading Aloud Begin?
Howand WhyShould Reading Aloud Begin?
Reading Aloud is an Indirect Way of Teaching a Child How to Read
Reading Aloud is also a Direct Way of Teaching a Child How to Read
How to Read Aloud with a Child with Hearing Loss
An Extraordinary Example of Reading Aloud: The 1000-Day Reading Streak
Conclusion
References

Chapter 9. Learning to Write

Introduction
Writing and the Auditory-Verbal Approach
A Word About Development
Practical Ideas for Helping Children Learn to Write
Conclusion
References

Chapter 10. Creating and Using Language Experience Books

Introduction
Start and End with Listening
A Spiral Progression through Using Language Experience Books
Deciding on the Content for an LEB Entry
An Example
Conversations about Making and Using Language Experience Books
General Comments from Teachers and Therapists about Using Language
Experience Books
Similarities and Differences Among Children With and Without Hearing Loss
Using Background Knowledge
Experiences of Teachers Who Have Been Trying Language Experience Books
A Mothers Experience with Language Experience Books
Conclusion
References

Chapter 11. Proceeding Through School

Introduction
The Fourth-Grade Slump
Readers Who Are Deaf or Hard of Hearing and the Fourth Grade Level
Phonological Awareness, Vocabulary, and Reading Achievement
Vocabulary Growth
Comprehension Growth
Academically Successful Young Adults with Hearing Loss
Conclusion
References

Chapter 12. Parents, Therapists, and Teachers Working Together

Introduction
Emotional Connectedness and a Team Approach
IDEA and IEPs
Using Mediation and Mediation Skills
Practical Ways for the Team to Communicate
Conclusion
References

Chapter 13. English Language Learners and Bilingualism

Introduction
Can Children with Hearing Loss Learn More Than One Spoken Language?
Learning to Read in the First Language First
Multilingual Mastery is Possible
Hearing or Deaf, Language Learning Is Possible
Conclusion
References

Chapter 14. Music Learning and Spoken Language Development

Introduction
Issues Involved in Learning about Music
Music Learning in Children with Hearing Loss
Music Learning in Children with Typical Hearing and its
Association with Literacy
Music Lessons for Children with Hearing Loss who are Learning to Listen
The Work of Two Talented Therapists
The Suzuki Approach and Literacy
Conclusion
References

Chapter 15. Assessment Issues and Approaches

Introduction
Norm-Referenced Standardized Tests
Criterion-Referenced Tests
The Relative Value of Norm-Referenced and Criterion-Referenced Tests
Practical Reading Assessments for Teachers to Use
Conclusion
Refernces

Chapter 16. Promising Literacy Programs

Introduction
Four General Suggestions
Before, During, and After Reading
Basic Elements of a Lesson Plan
Specific Steps for Meeting Literacy Goals
Reading and Writing as Thinking: The Basis of Good Programs in Reading
Conclusion
References

Chapter 17. Educational Settings for Children with Hearing Loss

Introduction
The Optimum Placement
What if the Optimum Is Not Possible?
Schooling Is Not the Only Source of Education
A Letter to a Mainstream Classroom Teacher
Conclusion

Chapter 18. Parenting a Child with Hearing Loss

Introduction
Some Precepts to Consider
Conclusion
References

Chapter 19. Where Are They Now? Listening and Spoken Language Outcomes

Introduction
The Questions
The Respondents
Reference

Chapter 20. Thoughts From Two Founders of the Auditory-Verbal Approach

Introduction
Foreword, 1990, by Daniel Ling, Ph.D.
An Auditory-Verbal Retrospective: A Personal Account of Individual Effort and International Organization, 1989, by Helen *:Hulick Beebe, CCC/SP
References

Appendix A. Knowledge Needed by Listening and Spoken Language Specialists
Appendix B. Listening and Spoken Language Specialist (LSLS) Domains Addressed in This Book
Appendix C. Description, Approaches, and Practice of Listening and Spoken Language Specialists

Index

About The Author

Lyn Robertson

Lyn Robertson teaches in the Department of Education of Denison University, a liberal arts college in Granville, Ohio. She began her career teaching seventh grade English where she discovered students achieving at low levels in reading and writing. This led her to extensive study of literacy, particularly within linguistic, cognitive, and social frameworks. Robertson has taught reading and about reading to people from preschool to adulthood. The mother of a daughter with severe-to-profound hearing loss, she has authored one book, Literacy Learning for Children Who Are Deaf or Hard of Hearing, and articles about listening and reading. She also teaches in the A.G. Bell First Years program and serves on the Alexander Graham Bell Association for the Deaf and Hard of Hearing Academy for Listening and Spoken Language.