Documentos disponibles escritos por este autor

Literacy and deafness / Lyn Robertson

Público ISBD Título : Literacy and deafness : Listening and spoken language Tipo de documento: texto impreso Autores: Lyn Robertson, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2009 Número de páginas: xvii, 285 p. ; 23 cm ISBN/ISSN/DL: 978-1-597-56290-4 Nota general: Includes bibliographical references and index Idioma : Inglés (eng) Clasificación: Comunicacion:Bilingüismo Comunicacion:Oralidad Discapacidad:Sordera Educación:Escritura Educación:Lectura Etapas de desarrollo:Infancia Medicina:Audífono Medicina:Audífono:Sistemas FM Medicina:Implante coclear Medicina:Terapia auditiva-verbal Resumen: Prospects are changing for individuals with hearing loss. Infants and toddlers discovered to be deaf or hard of hearing can be aided or implanted with state-of-the-art technology, and the people in the children’s lives can learn to enrich and accentuate their access to sound and help them learn to listen. These children can learn more than one spoken language and can learn to read, write, sing, and play musical instruments. Deafness in all its audiogrammatic forms can be treated in one way or another. Unless someone chooses deafness for a particular child, no child needs to remain in silence or even in partial sound. This book is about learning to listen and speak in order to learn to read and write. It deals with the evidence of persistent low literacy levels in many individuals with hearing loss and with evidence of higher literacy levels in those with hearing loss who have learned to listen. At a time when technology is racing along to produce ever better access to sound, this book attempts to pull together the dominant literacy research done in the “hearing world” and apply it to the world of the deaf and hard of hearing who can now experience all sorts of sound. The author makes the argument that helping a child learn to listen is the best insurance that he or she will learn to read and write. Based on both research and personal experience, the book is of interest to speech/language professionals, classroom teachers, and parents. Nota de contenido: 1.A History of Reading Achievement in People with Hearing Loss 2.Literacy Theories 3.Technology and Listening/ Flexer, Carol Flexer 4.Spoken Language 5.Hearing, Listening, and Literacy 6.Issues in Child Development / Dow, Gina Part II: Typical Development—Birth to Age Five 7.Learning to Read 8.Learning to Write 9.Proceeding Through School 10.Parents, Therapists, and Teachers Working Together 11.English Language Learners and Bilingualism 12.Assessment Issues and Approaches 13.Promising Literacy Programs 14.Educational Settings for Children with Hearing Loss 15.Thoughts From Two Founders of the Auditory-Verbal Approach Literacy and deafness : Listening and spoken language [texto impreso] / Lyn Robertson, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2009 . - xvii, 285 p. ; 23 cm. ISBN : 978-1-597-56290-4 Includes bibliographical references and index Idioma : Inglés (eng) Clasificación: Comunicacion:Bilingüismo Comunicacion:Oralidad Discapacidad:Sordera Educación:Escritura Educación:Lectura Etapas de desarrollo:Infancia Medicina:Audífono Medicina:Audífono:Sistemas FM Medicina:Implante coclear Medicina:Terapia auditiva-verbal Resumen: Prospects are changing for individuals with hearing loss. Infants and toddlers discovered to be deaf or hard of hearing can be aided or implanted with state-of-the-art technology, and the people in the children’s lives can learn to enrich and accentuate their access to sound and help them learn to listen. These children can learn more than one spoken language and can learn to read, write, sing, and play musical instruments. Deafness in all its audiogrammatic forms can be treated in one way or another. Unless someone chooses deafness for a particular child, no child needs to remain in silence or even in partial sound. This book is about learning to listen and speak in order to learn to read and write. It deals with the evidence of persistent low literacy levels in many individuals with hearing loss and with evidence of higher literacy levels in those with hearing loss who have learned to listen. At a time when technology is racing along to produce ever better access to sound, this book attempts to pull together the dominant literacy research done in the “hearing world” and apply it to the world of the deaf and hard of hearing who can now experience all sorts of sound. The author makes the argument that helping a child learn to listen is the best insurance that he or she will learn to read and write. Based on both research and personal experience, the book is of interest to speech/language professionals, classroom teachers, and parents. Nota de contenido: 1.A History of Reading Achievement in People with Hearing Loss 2.Literacy Theories 3.Technology and Listening/ Flexer, Carol Flexer 4.Spoken Language 5.Hearing, Listening, and Literacy 6.Issues in Child Development / Dow, Gina Part II: Typical Development—Birth to Age Five 7.Learning to Read 8.Learning to Write 9.Proceeding Through School 10.Parents, Therapists, and Teachers Working Together 11.English Language Learners and Bilingualism 12.Assessment Issues and Approaches 13.Promising Literacy Programs 14.Educational Settings for Children with Hearing Loss 15.Thoughts From Two Founders of the Auditory-Verbal Approach

Reserva

Reservar este documento

Ejemplares

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
ningún ejemplar

Literacy and deafness / Lyn Robertson

Público ISBD Título : Literacy and deafness : Listening and spoken language Tipo de documento: texto impreso Autores: Lyn Robertson, Autor Mención de edición: 2º ed. Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2014 Número de páginas: xix p., 377 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56557-8 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología Comunicacion:Oralidad Discapacidad:Sordera Educación Educación:Escritura Educación:Lectura Educación:musical Etapas de desarrollo:Infancia Historia Medicina:Terapia auditiva-verbal Regiones:Estados Unidos de América Nota de contenido: Contents Preface Contributors 1. A history of reading achievement in people with hearing loss A review of selected studies Higher academic achievements and spoken language conclusion references 2. Literacy theories Introduction Therorizing about reading Definitions of reading word identification comprehension an interactive theory many disciples study reading conclusion references 3. technology and listening / Flexer, Carol Introduction Neurologic basis of listening and literacy computer analogy for understanding amplification technology overview of amplification technologies -- a new context cochlear implants auditory feedback loop distance hearing and incidental learning new context for the word deaf conclusion references 4. 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 andvantaged and disadvantaged parents conclusion references 5. hearing, listening and literacy Introduction phonological awareness phonological processing capabilities the aduditory-verbal approach principles of listening and spoken language speciaist auditory-verbal therapy (LSLS cert. AVT) Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd) Conclusion References 6. Issues in child development / Dow, Gina 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 From screening to identification to intervention Concluding remarks and recommendations Part II: Typical development - birth to age five Cognitive development and play Motor development Develpment of self-help skills Developmental context the family context as the childs inmediate environment The social and economic context the cultural context when hearing impairment co-occurs with other conditions Useful links on developmental milestones, developmental disabilities and hearing impairment References 7. Learning to read Introduction Conductivism in action Shared book reading Establishing a rich literacy environment Reading comprehension and the child Practical ideas for helping children to read conclusion references 8. reading aloud with the children Introduction when should reading aloud begin? who and why should reading aloud begin? Reading aloud is an indirect way of teaching a child how to read reading aloud is also a direct way of teaching a child how to read How to read aloud with a child with hearing loss An extraordinary example of reading aloud: the 1000 day reading streak conclusion References 9. Learning to write Introduction writing and the auditory-verbal approach A word about development practical ideas for helping children learn to write conclusion references 10. creating and using language experience books introduction start and end with listening a spiral progression through using language experience books deciding on the context for an LEB entry An example Conversations about making and using language Experience books General comments from teachers and therapists aout using language experience books Similarities and difference among children with and without hearing loss using background knowledge experiences of teeachers who have been trying language experience books A mother's experience with language Experience books Practical reading assessments for the teachers to use conclusion references 16. proimsing literacy practices introduction four general suggestions before, during, and after reading basic elements of a lesson plan specific steps for meeting literacy goals reading and writing as thinking: the basis of good programs in reading conclusion references 17. educational settings for children with hearing loss introduction the optimal placement what if the optimum is not possible? schooling is not the only source of education a letter to a mainstream classroom teacher conclusion 18. Parenting with hearing loss introduction some precepts to consider conclusion references 19. what are they now? listening and spoken language outcomes introduction the questions the respondents reference 20. thoughts from two founders of the auditory-verbal approach introduction foreword, 1990 / Ling, Daniel An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick References Appendix A. Knowledge needed by listening and skpoken language specialists Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book Appendix C. Description, approaches, and practice of listening and spoken language specialits Index Literacy and deafness : Listening and spoken language [texto impreso] / Lyn Robertson, Autor  . -  2º ed. . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2014 . - xix p., 377 p. : il. ISBN : 978-1-597-56557-8 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología Comunicacion:Oralidad Discapacidad:Sordera Educación Educación:Escritura Educación:Lectura Educación:musical Etapas de desarrollo:Infancia Historia Medicina:Terapia auditiva-verbal Regiones:Estados Unidos de América Nota de contenido: Contents Preface Contributors 1. A history of reading achievement in people with hearing loss A review of selected studies Higher academic achievements and spoken language conclusion references 2. Literacy theories Introduction Therorizing about reading Definitions of reading word identification comprehension an interactive theory many disciples study reading conclusion references 3. technology and listening / Flexer, Carol Introduction Neurologic basis of listening and literacy computer analogy for understanding amplification technology overview of amplification technologies -- a new context cochlear implants auditory feedback loop distance hearing and incidental learning new context for the word deaf conclusion references 4. 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 andvantaged and disadvantaged parents conclusion references 5. hearing, listening and literacy Introduction phonological awareness phonological processing capabilities the aduditory-verbal approach principles of listening and spoken language speciaist auditory-verbal therapy (LSLS cert. AVT) Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd) Conclusion References 6. Issues in child development / Dow, Gina 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 From screening to identification to intervention Concluding remarks and recommendations Part II: Typical development - birth to age five Cognitive development and play Motor development Develpment of self-help skills Developmental context the family context as the childs inmediate environment The social and economic context the cultural context when hearing impairment co-occurs with other conditions Useful links on developmental milestones, developmental disabilities and hearing impairment References 7. Learning to read Introduction Conductivism in action Shared book reading Establishing a rich literacy environment Reading comprehension and the child Practical ideas for helping children to read conclusion references 8. reading aloud with the children Introduction when should reading aloud begin? who and why should reading aloud begin? Reading aloud is an indirect way of teaching a child how to read reading aloud is also a direct way of teaching a child how to read How to read aloud with a child with hearing loss An extraordinary example of reading aloud: the 1000 day reading streak conclusion References 9. Learning to write Introduction writing and the auditory-verbal approach A word about development practical ideas for helping children learn to write conclusion references 10. creating and using language experience books introduction start and end with listening a spiral progression through using language experience books deciding on the context for an LEB entry An example Conversations about making and using language Experience books General comments from teachers and therapists aout using language experience books Similarities and difference among children with and without hearing loss using background knowledge experiences of teeachers who have been trying language experience books A mother's experience with language Experience books Practical reading assessments for the teachers to use conclusion references 16. proimsing literacy practices introduction four general suggestions before, during, and after reading basic elements of a lesson plan specific steps for meeting literacy goals reading and writing as thinking: the basis of good programs in reading conclusion references 17. educational settings for children with hearing loss introduction the optimal placement what if the optimum is not possible? schooling is not the only source of education a letter to a mainstream classroom teacher conclusion 18. Parenting with hearing loss introduction some precepts to consider conclusion references 19. what are they now? listening and spoken language outcomes introduction the questions the respondents reference 20. thoughts from two founders of the auditory-verbal approach introduction foreword, 1990 / Ling, Daniel An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick References Appendix A. Knowledge needed by listening and skpoken language specialists Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book Appendix C. Description, approaches, and practice of listening and spoken language specialits Index

Ejemplares

Código de barras	Signatura	Tipo de medio	Ubicación	Sección	Estado
ningún ejemplar