Early Literacy Development in Deaf Children

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Connie Mayer (Associate Professor, Associate Professor, York University) Beverly J. Trezek (Assistant Professor, Assistant Professor, DePaul University)

Early Literacy Development in Deaf Children

Connie Mayer (Associate Professor, Associate Professor, York University), Beverly J. Trezek (Assistant Professor, Assistant Professor, DePaul University)

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English

Oxford University Press Inc
12 August 2015

Educational psychology; Pre-school & kindergarten; Teaching of hearing-impaired students; Educational: English language & literacy

Series: Perspectives on Deafness

There is a robust body of knowledge suggesting that early language and literacy experiences significantly impact on future academic achievement. In contrast, relatively little has been written with respect to the early literacy development and experiences of deaf children.

In Early Literacy Development in Deaf Children, Connie Mayer and Beverly J. Trezek seek to fill this gap by providing an in-depth exploration of how young deaf children learn to read and write, identifying the foundational knowledge, abilities, and skills that are fundamental to this process. They provide an overview of the latest research and present a model of early literacy development to guide their discussion on topics such as teaching reading and writing, curriculum and interventions, bilingualism, and assessment. Throughout, they concentrate on the ways in which young learners with hearing loss are similar to, or different from, their hearing age peers and the consequent implications for research and practice. Their discussion is wide-reaching, as they focus on children from various cultural and linguistic backgrounds, those with additional disabilities and hearing losses ranging from mild to profound, and those using a range of communication modalities and amplification technologies, including cochlear implants. With the implementation of Universal Newborn Hearing Screening and advancements in hearing technologies that have heightened both the emphasis on literacy development in the early years and the importance of these years in the ultimate development of age-appropriate reading and reading outcomes, this timely text addresses a topic that has thus far eluded the field.

By: Connie Mayer (Associate Professor Associate Professor York University), Beverly J. Trezek (Assistant Professor, Assistant Professor, DePaul University)
Imprint: Oxford University Press Inc
Country of Publication: United States
Dimensions: Height: 236mm, Width: 155mm, Spine: 23mm
Weight: 386g
ISBN: 9780199965694
ISBN 10: 0199965692
Series: Perspectives on Deafness
Pages: 200
Publication Date: 12 August 2015
Audience: College/higher education , Professional and scholarly , Further / Higher Education , Undergraduate
Format: Hardback
Publisher's Status: Active

Introduction Chapter 1 - Review of the Literature Chapter 2 - The Model of Early Literacy Development Chapter 3 - Early Reading Chapter 4 - Early Writing Chapter 5 - Bilingualism and Early Literacy Development Chapter 6 - Assessment of Early Literacy Afterword

Connie Mayer is Associate Professor in the Faculty of Education at York University in Toronto, and the academic coordinator of the Deaf and Hard-of-Hearing Teacher Education Program. Her current research focuses on written language and literacy development in deaf learners, early literacy and early intervention, cochlear implantation, bilingualism, and models of teacher education. Beverly J. Trezek is Associate Professor of Special Education and the co-director of the Reading Specialist Program at DePaul University in Chicago. Her research interests focus on reading instruction for beginning and struggling readers, with a particular emphasis on investigating the role that phonemic awareness and phonics play in the development of literacy skills for deaf students.

Reviews for Early Literacy Development in Deaf Children

"Featured in the December 2015 issue of CHOICE ""The authors' aim is to highlight the importance of effective early literacy development in deaf children and ultimately outline a theoretical framework to successfully develop this. After a detailed overview of the latest research, the authors progress to acknowledge the relative deficit of data in this field, specifically related to deaf children's language acquisition and development compared to the research available for hearing children. The book promotes opportunity for further research; recording and tracking deaf learners though their early literacy acquisition experiences, development and the impact this has on their later language abilities. Overall this is a thought provoking and timely reference for those both new and experienced in the field of deaf pedagogy."" -Kim Davis, review in Deafness & Education International"