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Informationen zum Autor Harry Knoors, Ph.D., is a professor at the Behavioural Science Institute of the Radboud University Nijmegen, the Netherlands, and Academic Director at Royal Dutch Kentalis. Knoors is trained as a psycholinguist, specializing in language and literacy of deaf children. He is involved in research on childhood deafness (mainly language, literacy, and psychosocial development) and research on the effectiveness of special education. Marc Marschark, Ph.D., is a professor at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he directs the Center for Education Research Partnerships. His primary interest is in relations among language, learning, and cognition; current research focuses on such relations among deaf children and adults in formal and informal educational settings. Klappentext This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. Zusammenfassung This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. Inhaltsverzeichnis Preface Chapter 1: Sleuthing the 93% Solution in Deaf Education Marc Marschark and Harry Knoors PART ONE: Diversity in Deaf Learners Chapter 2: Assessment and Development of Deaf Children with Multiple Challenges Terrell Clark Chapter 3: Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World Kathryn Crowe Chapter 4: Dialogic Teaching and Translanguaging in Deaf Education Ruth Swanwick PART TWO: Language Development and Language Assessment Chapter 5: Effects of Family Variables on Spoken Language in Children with Cochlear Implants Ivette Cejas and Alexandra L. Quittner Chapter 6: Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children Birgitta Sahlén, Kristina Hansson, Viveka Lyberg-Åhlande, and Jonas Brännström Chapter 7: The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children Lian van Berkel-van Hoof Chapter 8: Measuring Deaf Learners' Language Progress in School Wolfgang Mann PART THREE: Literacy and Numeracy Chapter 9: Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension Skills Paul Miller Chapter 10: Reading Development in Deaf Children: The Fundamental Role of Language Skills Fiona Kyle Chapter 11: Word Identification and the Adolescent Deaf and Hard-of-Hearing Reader: Going Back to Learning to Read Jessica W. Trussell and M. Christina Rivera Chapter 12: Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum Chapter 13: Thinking in Action and Beyond Terezinha Nunes Chapter 14: Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment Loes Wauters and Evelien Dirks PART FOUR: Cognitive and Social-Emotional Dimensions of Learning Chapter 15: Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults Benedetta Heimler, Francesco Pavani, and Amir Amedi Chapter 16: Neurocognitive Functioning in Deaf Children with Cochlear Implants William G. Kronenberger and David B. Pisoni Chapter 17: Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston Chapter 18: The Development of Young Deaf and Hard-of-Hearing Children: A Closer Loo...
