000			03554cam a2200505 a 4500
001			ocn809789732
003			OCoLC
005			20251028093300.0
008			120910s2013 enka b 001 0 eng
010			_a 2012036484
035			_a(Sirsi) i9780199838554
035			_a(Sirsi) i9780199838554
040			_aDLC _beng _cDLC _dYDX _dOCLCO _dYDXCP _dUKMGB _dBWX _dCDX _dOHI _dGQG _dH9Z _dOCLCF _dVF$
016	7		_a016299113 _2Uk
019			_a840422546
020			_a9780199838554
020			_a0199838550
035			_a(OCoLC)809789732 _z(OCoLC)840422546
042			_apcc
050	0	0	_aHV 2469.R4 _bE27 2013
049			_aVF$A
100	1		_aEasterbrooks, Susan R.
245	1	0	_aLiteracy instruction for students who are deaf and hard of hearing / _cSusan R. Easterbrooks and Jennifer Beal-Alvarez.
260			_aOxford ; _aNew York : _bOxford University Press, _cc2013.
300			_av, 280 p. : _bill. ; _c24 cm.
490	1		_aProfessional perspectives on deafness: evidence and applications
504			_aIncludes bibliographical references (p. 227-271) and index.
505	0		_aCurrent practices -- Assessment for reading instruction -- Vocabulary : word meaning -- Vocabulary : from phonological decoding to word work -- Grammar and text comprehension -- Fluency.
520			_aMost students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. Additionally, instructional practices for DHH students tend to be directed toward two sub-populations of DHH students: those with useable access to sound and those without.
520			_aLiteracy 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.
520			_aIn 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.
650		0	_aDeaf people _xEducation.
650		0	_aHard of hearing people _xEducation.
650		0	_aReading.
650		0	_aLiteracy.
611	2	7	_aDutch Electronic Art Festival. _2fast _0(OCoLC)fst01410624
650		7	_aEducation. _2fast _0(OCoLC)fst00902499
650		7	_aHearing impaired _xEducation. _2fast _0(OCoLC)fst00953447
650		7	_aLiteracy. _2fast _0(OCoLC)fst00952859
650		7	_aReading. _2fast _0(OCoLC)fst01090626
700	1		_aBeal-Alvarez, Jennifer.
830		0	_aProfessional perspectives on deafness.
994			_aC0 _bVF$
999			_c133067 _d133067