| Language Learning Practices With Deaf Children |  | Authors: Patricia L. Mcanally, Susan Rose, Stephen P. Quigley
Publisher: Pro-Ed
Category: Book
List Price: $69.60
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Sales Rank: 1054346
Media: Hardcover
Edition: 3
Number Of Items: 1
Pages: 302
Shipping Weight (lbs): 1.4
Dimensions (in): 9.1 x 6.2 x 1
ISBN: 089079927X
Dewey Decimal Number: 371.91246
EAN: 9780890799277
ASIN: 089079927X
Publication Date: April 2004
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Product 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 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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