The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH).
With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.
Preface Introduction 1. Deaf Studies in Literacy: Where is the Compass Pointing Us? Susan Easterbrooks and Hannah Dostal Fundamentals of Literacy and Deafness 2. Literacy Attainment among Children who are Deaf or Hard of Hearing: The Past, the Present and the Future Margaret Harris and Emmanouela Terlektsi 3. This is Your Brain on Print: The Neurological Processes of Print Literacy Jonathan Henner and Erica Bergmann 4. Listening, Language, and Literacy Development in Children with Hearing Loss Learning Spoken Language Lyn Robertson 5. Prevailing Theories of Reading Development and Deafness Carol Connor and Jamie Greenberg 6. What is Malleable in Literacy Learning? Jennifer Lubke, Anne McGill-Franzen, and Natalia Ward Elements of Literacy 7. Written Word Recognition and Production Processes: Phonology, Morphology, and Orthography Daniel Daigle and Rachel Berthiaume 8. Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners Shirin Antia and Christina Rivera 9. Bimodal Word Learning by Deaf and Hard-of-Hearing Children Daan Hermans, Lian van Berkel-van Hoof and Harry Knoors 10. Connections, Research, and Recommendations for the Importance of Morphosyntax in Literacy Acquisition across Languages for Learners who are Deaf or Hard of Hearing Joanna Cannon and Jessica Trussell 11. Reading and Academic Language(s): Advanced Academic Literacy Skills Jessica Scott and Scott Cohen 12. The Interplay between Pragmatics and Reading Comprehension in Children who are Deaf or Hard of Hearing Louise Paatsch and Diane Toe 13. Reading Comprehension: A Comparison of Typically Hearing (TH) and Deaf or Hard-of- Hearing (DHH) Children Susan Sullivan, Jane Oakhill, Barbara Arfe`, and Nadina Gomez-Merino 14. The Role of Fluency in the Literacy Acquisition of Deaf and Hard-of-Hearing Learners Susan Easterbrooks and Paula Schwanenflugel 15. Supporting School Readiness Skills and Home Literacy Environments in Young Children who are Deaf and Hard of Hearing Loes Wauters, Jean DesJardin, and Evelien Dirks Assessments, Interventions and Instruction 16. Psychoeducational Assessment, Classroom Testing, and the Measurement of Literacy in Deaf and Hard-of-Hearing Learners Donna Morere 17. Language Assessment: Links to Literacy for Bilingual Learners Charlotte Enns and Lynn McQuarrie 18. The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers Fiona Kyle 19. Literacy and Academic Engagement in Learners who are Deaf and Hard of Hearing Jennifer Catalano 20. Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings Beverly Trezek, Connie Mayer and Ye Wang 21. Spelling: Why Explicit Instruction is a Critical Component of Literacy Intervention for Children Who Are Deaf or Hard of Hearing Heather Grantham 22. The Writing Bridge: Investigating Reading and Writing Reciprocity Hannah Dostal and Steve Graham 23. Literacy Skills of Deaf College Students: Has Elvis Already Left the Building? Marc Marschark and Mark Rosica 24. Adult Reading Strategies: Visual-Spatial Conceptualization and Patterns of Thought Julia Silvestri and Hannah Ehrenberg Approaches to Teaching Unique Learners 25. Literacy in Emerging Sign Language Communities: The Impact of Social, Political, and Educational Resources Deanna Gagne and Marie Coppola 26. Alternative Routes toward Literacy for Individuals with Deafblindness: The Role of Assistive Technology Vassilios Argyropoulos, Magda Nikolaraizi and Maria Papazafiri 27. Literacy in Learners who are Deaf or Hard of Hearing with Disabilities Susan Bruce and Christy Borders Research Designs for Literacy 28. The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children Hannah Dostal and Amy Lederberg 29. Bridging the Divide between Research and Practice: Recommendations for the Next Generation of Literacy Research in Deaf Education Stephanie Cawthon and Susan Easterbrooks 30. A Didactic Illustration of Longitudinal Analysis for Language and Literacy Research among Individuals who are Deaf or Hard of Hearing Lee Branum-Martin Closing Thoughts 31. Deaf Studies in Literacy: Progress by Degrees? Hannah Dostal and Susan Easterbrooks
Susan R. Easterbrooks is Emerita Professor in the Deaf Education program at Georgia State University and co-director of the Center on Literacy and Deafness. Her interests include language and literacy acquisition of deaf and hard of hearing learners and current research focuses on reading fluency in DHH learners. Hannah M. Dostal is Associate Professor of Reading Education in the Department of Curriculum and Instruction and a Researcher in the Social Justice and Equity Research Cluster at the University of Connecticut. Dr. Dostal is a certified reading specialist and holds a Ph.D. in Education with a concentration in literacy studies and Deafness from the University of Tennessee.
Reviews for The Oxford Handbook of Deaf Studies in Literacy
Summing Up: Recommended. Graduate students, faculty, and professionals. -- J. F. Andrews, CHOICE
