000			05363cam a2200325 a 4500
999			_c1200 _d1200
001			15550906
003			OSt
005			20190904125211.0
008			081210s2009 cau b 001 0 eng
010			_a 2008051394
020			_a9781597562904 (alk. paper)
020			_a1597562904 (alk. paper)
040			_aDLC _cDLC _dDLC
050	0	0	_aHV2430 _b.R57 2009
082	0	0	_a371.912 ROB _222
100	1		_aRobertson, Lyn.
245	1	0	_aLiteracy and deafness : _blistening and spoken language / _cLyn Robertson.
260			_aSan Diego : _bPlural Pub., _cc2009.
300			_axvii, 285 p. ; _c23 cm.
504			_aIncludes bibliographical references and index.
505			_aA History of Reading Achievement in People with Hearing Loss Introduction A Review of Selected Studies Higher Scores and Spoken Language Conclusion Literacy Theories Introduction Theorizing About Reading Definitions of Reading Word Identification Comprehension An Interactive Theory Many Disciplines Study Reading Conclusion Technology and Listening, by Carol Flexer, Ph.D., LSLS CERT. AVT Introduction Neurologic Basis of Listening and Literacy Practice, Practice, Practice Computer Analogy for Understanding Amplification Technology Overview of Amplification Technologies - A New Context Hearing Aids/Instruments Personal-Worn FM Technology Sound Field Technology Cochlear Implants Auditory Feedback Loop Distance Hearing/Incidental Learning Functional Definitions: Hearing-Impaired, Hard-of-Hearing, and "Deaf" Conclusion 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 Children's Language Learning and Later Academic Achievement "Advantaged" and "Disadvantaged" Parents Conclusion 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 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 Intervention - How Early Is Early Enough? Early Identification in the United States How Screening Is Done From Screening to Identification to Intervention How Does Early Identification Contribute to Good Developmental Outcomes? Development of Theory of Mind Concluding Remarks and Recommendations Part II: Typical Development - Birth to Age Five 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 Learning to Write Introduction Writing and the Auditory-Verbal Approach A Word About Development Practical Ideas for Helping Children Learn to Write Conclusion Proceeding Through School Introduction The "Fourth-Grade Slump" Comprehension Growth Academically Successful Young Adults with Hearing Loss Conclusion 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 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 Hearing or Deaf, Language Learning Is Language Learning Conclusion 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 Promising Literacy Programs Introduction Four General Suggestions Before, During, and After Reading Specific Steps Reading and Writing as Thinking: The Basis of Good Programs in Reading Conclusion 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 Some Thoughts About the Role Learning Music Can Play in Learning Language A Letter to a Mainstream Classroom Teacher Conclusion 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 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
650		0	_aDeaf _xEducation.
650		0	_aHearing impaired _xEducation.
650		0	_aReading.
650		0	_aLiteracy.
650		0	_aEnglish language _xStudy and teaching.
906			_a7 _bcbc _corignew _d1 _eecip _f20 _gy-gencatlg
942			_2ddc _cSTS