Literacy and Deaf Education – Toward a Global Understanding
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A01=Donald F. Moores
A01=Jean F. Andrews
A01=Margery S. Miller
A01=Qiuying Wang
access to language
american Sign Language
Author_Donald F. Moores
Author_Jean F. Andrews
Author_Margery S. Miller
Author_Qiuying Wang
bilingual education
bilingualism
bimodal bilingualism
Brazilian Sign Language
Category=JNSC
Chinese Finger Syllabary
Chinese literacy
Chinese Manual Alphabet
Chinese Sign Language
Chinese word recognition
collaborative instruction
Colombia Sign Language
communication mode
Cued Speech
deaf
deaf children
deaf culture
deaf education
Deaf interpreters
deaf readers
deaf students
DHH adolescents
disability
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eq_society-politics
fingerspelling
Handshape story
hard of hearing
Japanese Sign Language
Kenyan deaf
Korea Association of the Deaf
Korean Sign Language
language acquisition
language deprivation
language planning
Lengua de Senas Colombiana
Libras
literacy planning
Literacy teaching strategies
LSC
LSM
Mexico
multilingual
natural development
oralism
orthography
parafovea
phonology
rapid automatized naming
reading development
reading strategies
representation
Saudi Arabian Sign Language
school literacy
sign language
sign-print bilingualism
Signed Japanese
sociocultural
Taiwan Sign Language
teacher training
Total communication
Visual Phonics
working memory
Product details
- ISBN 9781944838676
- Weight: 1154g
- Dimensions: 179 x 260mm
- Publication Date: 30 Sep 2020
- Publisher: Gallaudet University Press,U.S.
- Publication City/Country: US
- Product Form: Hardback
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International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners.
Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.
This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.
Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.
This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.
Signed chapter summaries are available on the Gallaudet University Press YouTube channel.
Qiuying Wang is Professor in the School of Teaching, Learning, and Educational Sciences at Oklahoma State University. Her work focuses on cross-cultural and cross-linguistic comparative perspectives on literacy education.
Jean F. Andrews is Distinguished Professor Emerita from the Department of Deaf Studies and Deaf Education at Lamar University in Beaumont, Texas. Her research interests include how sign language supports language and literacy, Deaf culture, ASL and English bilingualism, children’s literature, and forensic literacy assessments for Deaf persons in the criminal justice system.
Jean F. Andrews is Distinguished Professor Emerita from the Department of Deaf Studies and Deaf Education at Lamar University in Beaumont, Texas. Her research interests include how sign language supports language and literacy, Deaf culture, ASL and English bilingualism, children’s literature, and forensic literacy assessments for Deaf persons in the criminal justice system.
