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The toolkit / French, Martha M.

Público ISBD Título : The toolkit : Appendices for starting with assessment Tipo de documento: texto impreso Autores: French, Martha M., Autor Editorial: Washington D. C [Estados Unidos de América] : Gallaudet University Fecha de publicación: c1999 Colección: Pre-College National Mission Programs Número de páginas: vi p., 110 p. Il.: il. ISBN/ISSN/DL: 978-0-88095-221-7 Idioma : Inglés (eng) Clasificación: Educación:Escritura Educación:Lectura Guía Nota de contenido: Contents Contents The toolkit (introduction) Appendix A Stages of literacy development purpose of the stages organization of the stages stages of literacy development checklists emerging literacy beginning literacy developing literacy maturing literacy Appendix A-2 Individual literacy profiles Developing a profile Appendix B the kendall conversational proficiency levels introduction monitoring language according to communicative competency the p-levels scale the p-levels criteria questions interpreting progress with the scale over time guidelines for using the p-levels informal assessments of communicative competency vs formal tests of language The kendal conversational proficiency levels scale directions for how to determine a student's p-level rating kendall conversational proficiency checklits (P-levels 0+-7) Appendix B-1 Stages of language development including features of ASL Appendix C Reading checklists introduction early reading checklist reading checklist Appendix D kendal writing levels introduction holistic assessments analytical assessments assessments of current level of functioning guidelines for using the writing levels descriptions of the kendall writing levels compiling a set of model writing samples kendall writing levels charts (Levels 1-8) definition of terms used in the writing levels Appendix e determining a student's independent reading grade level informational reading inventories guidelines Appendix f student and parent surveys fro reading parent surveys of reading student surveys of reading Appendix G A balanced program for reading and writing introduction reading and writing aloud shared reading and writing guided erading and writing independent reading and writing activities for emerging readers and writers activities for beginning readers and writers activities for developing readers and writers activities for maturing readers and writing The toolkit : Appendices for starting with assessment [texto impreso] / French, Martha M., Autor . - Gallaudet University, c1999 . - vi p., 110 p. : il.. - (Pre-College National Mission Programs) . ISBN : 978-0-88095-221-7 Idioma : Inglés (eng) Clasificación: Educación:Escritura Educación:Lectura Guía Nota de contenido: Contents Contents The toolkit (introduction) Appendix A Stages of literacy development purpose of the stages organization of the stages stages of literacy development checklists emerging literacy beginning literacy developing literacy maturing literacy Appendix A-2 Individual literacy profiles Developing a profile Appendix B the kendall conversational proficiency levels introduction monitoring language according to communicative competency the p-levels scale the p-levels criteria questions interpreting progress with the scale over time guidelines for using the p-levels informal assessments of communicative competency vs formal tests of language The kendal conversational proficiency levels scale directions for how to determine a student's p-level rating kendall conversational proficiency checklits (P-levels 0+-7) Appendix B-1 Stages of language development including features of ASL Appendix C Reading checklists introduction early reading checklist reading checklist Appendix D kendal writing levels introduction holistic assessments analytical assessments assessments of current level of functioning guidelines for using the writing levels descriptions of the kendall writing levels compiling a set of model writing samples kendall writing levels charts (Levels 1-8) definition of terms used in the writing levels Appendix e determining a student's independent reading grade level informational reading inventories guidelines Appendix f student and parent surveys fro reading parent surveys of reading student surveys of reading Appendix G A balanced program for reading and writing introduction reading and writing aloud shared reading and writing guided erading and writing independent reading and writing activities for emerging readers and writers activities for beginning readers and writers activities for developing readers and writers activities for maturing readers and writing

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Starting with assessment / French, Martha M.

Público ISBD Título : Starting with assessment : A developmental approach to deaf children's literacy Tipo de documento: texto impreso Autores: French, Martha M., Autor Editorial: Washington D. C [Estados Unidos de América] : Gallaudet University Fecha de publicación: c1999 Colección: Pre-College National Mission Programs Número de páginas: xiii p.; 190 p. Il.: il. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Guía Nota de contenido: Contents This book About the author and aurhor's note: Terminology Background and acknowledgements Chapter 1 Starting with assessment The developmental principle principles of literay assessment theroies of learning criticism of traditional assessment modifying procedures based on theories of learning a developmental approach to assessment conclusion Chapter 2 Building a developmental picture of literacy practices that may impede the development of literacy conversational language defining language acquiring language vs learning language the timing of language the relationship of conversational language to further development of literacy reading and writing reading deaf fchildren and reading writing deaf children and writing implications: characteristics of developmental literacy programs early childhood curricular content literacy instruction assessment Stages of literacy development components of literacy the stages organization of the stages of literacy development application of the stages of literacy development conclusion Chapter 3 Assessment in the classroom: monitoring learning, informing instruction authentic assessment assessing "real world" tasks in "real world"activities matching assessment to the type of learning matching method to purpose: Checking up or finding out a broad, comprehensive approach to assessment observing processes and products of literacy measuring literacy alternative methods of assessing literacy anecdotal records interviews and surveys checklist retelling observations of miscues during reading performance-based assessments and rubrics portfolios hierarchical rating scales using assessment to build a picture of long term development interpreting classroom assessment data developmentally conclusion Chapter 4 assesment as a collaborative effort: involving others in the process introduction reasons why others should be involved in assessment involving others in assessment to learn more about students informing others to empower them in the learning process portfolios the importance of metacognition to the development of literacy metacognition, portfolios, and deaf students involving students in portfoilos involving parents in portfolios involving other educational personnel in portfolios educational review meetings the primary language record fall spring summer conclusion chapter 5 record keeping characteristics of an effective record-keeping system tools for record keeping: collecting data at different level record keeping at the student level record keeping at the teacher level record keeping at the progam level the assessment process conclusion chapter 6 planning for literacy instruction considering methods and approaches benefits and cautions summary guidelines for planning and instruction for literacy conclusion References Index Starting with assessment : A developmental approach to deaf children's literacy [texto impreso] / French, Martha M., Autor . - Gallaudet University, c1999 . - xiii p.; 190 p. : il.. - (Pre-College National Mission Programs) . Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Guía Nota de contenido: Contents This book About the author and aurhor's note: Terminology Background and acknowledgements Chapter 1 Starting with assessment The developmental principle principles of literay assessment theroies of learning criticism of traditional assessment modifying procedures based on theories of learning a developmental approach to assessment conclusion Chapter 2 Building a developmental picture of literacy practices that may impede the development of literacy conversational language defining language acquiring language vs learning language the timing of language the relationship of conversational language to further development of literacy reading and writing reading deaf fchildren and reading writing deaf children and writing implications: characteristics of developmental literacy programs early childhood curricular content literacy instruction assessment Stages of literacy development components of literacy the stages organization of the stages of literacy development application of the stages of literacy development conclusion Chapter 3 Assessment in the classroom: monitoring learning, informing instruction authentic assessment assessing "real world" tasks in "real world"activities matching assessment to the type of learning matching method to purpose: Checking up or finding out a broad, comprehensive approach to assessment observing processes and products of literacy measuring literacy alternative methods of assessing literacy anecdotal records interviews and surveys checklist retelling observations of miscues during reading performance-based assessments and rubrics portfolios hierarchical rating scales using assessment to build a picture of long term development interpreting classroom assessment data developmentally conclusion Chapter 4 assesment as a collaborative effort: involving others in the process introduction reasons why others should be involved in assessment involving others in assessment to learn more about students informing others to empower them in the learning process portfolios the importance of metacognition to the development of literacy metacognition, portfolios, and deaf students involving students in portfoilos involving parents in portfolios involving other educational personnel in portfolios educational review meetings the primary language record fall spring summer conclusion chapter 5 record keeping characteristics of an effective record-keeping system tools for record keeping: collecting data at different level record keeping at the student level record keeping at the teacher level record keeping at the progam level the assessment process conclusion chapter 6 planning for literacy instruction considering methods and approaches benefits and cautions summary guidelines for planning and instruction for literacy conclusion References Index

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The hearing aid handbook / Wayner, Donna S.

Público ISBD Título : The hearing aid handbook : Clinicians guide to client orientation Tipo de documento: texto impreso Autores: Wayner, Donna S., Autor Editorial: Washington D. C [Estados Unidos de América] : Gallaudet University Fecha de publicación: 1990 Colección: Clerk Books Número de páginas: v p., 197 p. ISBN/ISSN/DL: 978-0-930323-56-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Medicina:Audífono Nota de contenido: Contents 1. Backgorund and overview 2. Preparation 3. Introduction to the hearing aid orientation porgram 4. Class 1 5. Class 2 6. Class 3 7. A modified hearing aid orientation program for children 8. A modified hearing aid orientation program for adult with special needs References The hearing aid handbook : Clinicians guide to client orientation [texto impreso] / Wayner, Donna S., Autor . - Gallaudet University, 1990 . - v p., 197 p.. - (Clerk Books) . ISBN : 978-0-930323-56-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Medicina:Audífono Nota de contenido: Contents 1. Backgorund and overview 2. Preparation 3. Introduction to the hearing aid orientation porgram 4. Class 1 5. Class 2 6. Class 3 7. A modified hearing aid orientation program for children 8. A modified hearing aid orientation program for adult with special needs References

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From gesture to language in hearing and deaf children / Volterra, Virginia

Público ISBD Título : From gesture to language in hearing and deaf children Tipo de documento: texto impreso Autores: Volterra, Virginia, Editor científico ; Erting, Carol J., Editor científico Editorial: Washington D. C [Estados Unidos de América] : Gallaudet University Fecha de publicación: 1994 Número de páginas: 335 p. Il.: il. ISBN/ISSN/DL: 978-1-563-68078-6 Idioma : Inglés (eng) Clasificación: Comunicacion Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Madres Nota de contenido: Contents Introduction / Volterra, V.; Erting, C. J. 1. Hearing children with spoken language input 1.1. Social and cognitive determinants of mutual gaze between mother and infant / D’Odorico, L.; Levorato, M. C. 1.2. Gestural development, dual directional signaling and the transition to words 7 Masur, E. F. 1.3. Gestures, words and early object sharing 7 Adamson, L. B.; Bakeman, R.; Smith, C. B. 1.4. Some observations on the origins of the pointing gesture / Lock, A.; Young, A.; Service, V.; Chandler, P. 1.5. Communicative gestures and first words / Caselli, M. C. 1.6. Sign language among hearing infants: the spontaneous development of symbolic gestures / Acredolo, L. P.; Goodwyn, S. W. 1.7. Vocal and gestural symbols: similaritites and differences from 13 to 28 months / Shore, C.; Bates, E.; Bretherton, I.; Beeghly, M.; O’connell, B. 2. Deaf children with sign language input 2.1. The interactional context of deaf mother-infant communication / Erting, C. J.; Prezioso, C.; Hynes, M. O’Grady 2.2. Acquisition of the handshape in American sign language, a preliminary analysis / Braem, P. Boyes 2.3. Faces: the relationship between language and affect / Reilly, J. Snitzer; McIntire, M. L.; Bellugi, U. 2.4. The early development of deixis in American sign language: what is the point? / Pizzuto, E. 2.5. The translation from gesture to symbol in American sign language / Petitto, L. A. 3. Deaf children without sign language input 3.1. The development of morphology without conventional language model / Goldin-Meadow, S.; Mylander, C. 3.2. Gesture in hearing mother-deaf child interaction / Cunha Pereira, M. C. da; Lemos, C. de 3.3. The interaction of gesture and speech in the language development of two profoundly deaf children / Mohay, H. 3.4. How does gestural communication become language? / Volterra, V.; Beronesi, S.; Massoni, P. 4. Hearing children with spoken and sign language input 4.1. Early sign language acquisition: implications for theories of language acquisition / Bonvillian, J. D.; Orlansky, M. D.; Folven, R. J. 4.2. Emergence of mode-finding and mode switching in a hearing child of deaf parents / Griffith, P. L. 5. Hearing children and deaf children compared 5.1. Gesture in early child language / Goldin-Meadow, S.; Morford, M. 5.2. From communication to language in hearing and deaf children / Caselli, M. C.; Volterra, V. 5.3. Enhancement of spatial cognition in deaf children / Bellugi, U.; O’grady, L.; Lillo-Martin, D.; Hynes, M. O’grady; van Hoek, K.; Corina, D. Conclusion / Erting, C. J.; Volterra V. References Subject index From gesture to language in hearing and deaf children [texto impreso] / Volterra, Virginia, Editor científico ; Erting, Carol J., Editor científico . - Washington D. C (Estados Unidos de América) : Gallaudet University, 1994 . - 335 p. : il. ISBN : 978-1-563-68078-6 Idioma : Inglés (eng) Clasificación: Comunicacion Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Madres Nota de contenido: Contents Introduction / Volterra, V.; Erting, C. J. 1. Hearing children with spoken language input 1.1. Social and cognitive determinants of mutual gaze between mother and infant / D’Odorico, L.; Levorato, M. C. 1.2. Gestural development, dual directional signaling and the transition to words 7 Masur, E. F. 1.3. Gestures, words and early object sharing 7 Adamson, L. B.; Bakeman, R.; Smith, C. B. 1.4. Some observations on the origins of the pointing gesture / Lock, A.; Young, A.; Service, V.; Chandler, P. 1.5. Communicative gestures and first words / Caselli, M. C. 1.6. Sign language among hearing infants: the spontaneous development of symbolic gestures / Acredolo, L. P.; Goodwyn, S. W. 1.7. Vocal and gestural symbols: similaritites and differences from 13 to 28 months / Shore, C.; Bates, E.; Bretherton, I.; Beeghly, M.; O’connell, B. 2. Deaf children with sign language input 2.1. The interactional context of deaf mother-infant communication / Erting, C. J.; Prezioso, C.; Hynes, M. O’Grady 2.2. Acquisition of the handshape in American sign language, a preliminary analysis / Braem, P. Boyes 2.3. Faces: the relationship between language and affect / Reilly, J. Snitzer; McIntire, M. L.; Bellugi, U. 2.4. The early development of deixis in American sign language: what is the point? / Pizzuto, E. 2.5. The translation from gesture to symbol in American sign language / Petitto, L. A. 3. Deaf children without sign language input 3.1. The development of morphology without conventional language model / Goldin-Meadow, S.; Mylander, C. 3.2. Gesture in hearing mother-deaf child interaction / Cunha Pereira, M. C. da; Lemos, C. de 3.3. The interaction of gesture and speech in the language development of two profoundly deaf children / Mohay, H. 3.4. How does gestural communication become language? / Volterra, V.; Beronesi, S.; Massoni, P. 4. Hearing children with spoken and sign language input 4.1. Early sign language acquisition: implications for theories of language acquisition / Bonvillian, J. D.; Orlansky, M. D.; Folven, R. J. 4.2. Emergence of mode-finding and mode switching in a hearing child of deaf parents / Griffith, P. L. 5. Hearing children and deaf children compared 5.1. Gesture in early child language / Goldin-Meadow, S.; Morford, M. 5.2. From communication to language in hearing and deaf children / Caselli, M. C.; Volterra, V. 5.3. Enhancement of spatial cognition in deaf children / Bellugi, U.; O’grady, L.; Lillo-Martin, D.; Hynes, M. O’grady; van Hoek, K.; Corina, D. Conclusion / Erting, C. J.; Volterra V. References Subject index

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Shared reading project / Delk, Linda

Público ISBD Título : Shared reading project : Evaluating implementation processes and family outcomes Tipo de documento: texto impreso Autores: Delk, Linda, Autor ; Weidecamp, Lisa, Autor Editorial: Washington D. C [Estados Unidos de América] : Gallaudet University Fecha de publicación: c2001 Número de páginas: 7 p. ISBN/ISSN/DL: 978-0-88095-232-3 Idioma : Inglés (eng) Clasificación: Educación:Lectura Nota de contenido: Executive summary Shared reading project : Evaluating implementation processes and family outcomes [texto impreso] / Delk, Linda, Autor ; Weidecamp, Lisa, Autor . - Washington D. C (Estados Unidos de América) : Gallaudet University, c2001 . - 7 p. ISBN : 978-0-88095-232-3 Idioma : Inglés (eng) Clasificación: Educación:Lectura Nota de contenido: Executive summary

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