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Literacy Instruction for Students who are Deaf and Hard of Hearing
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Literacy Instruction for Students Who Are Deaf and Hard of Hearing by Susan R. Easterbrooks and Jennifer Beal-Alvarez | 280 Pages
Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for Dhh students and provides practitioners and parents with a process for determining whether a practice is or is not “evidence-based.” Easterbrooks and Beals Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students’ literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel’s five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the Dhh population, and review the challenges yet to be addressed in deaf education.
- Introduction and Overview
- Current Practices
- Assessment for Reading Instruction
- Vocabulary: Word Meaning
- Vocabulary: From Phonological Decoding to
- Word Work
- Grammar and Text comprehension
- Closing Thoughts, Final Directions