"This handbook will undoubtedly become a treasured volume in the libraries of researchers, educators, and clinicians in the field. The scholarly content includes a unique blend of interdisciplinary perspectives on unresolved problems, current evidence, and new frontiers. The impressive list of highly respected authors makes evident the contemporary nature of the work and its foundations in translational research and practical application. The text leaves one with a sense of hopefulness about progress made, but also a strong sense of urgency about the need to address persisting and new challenges with flexible paradigms." Mary Pat Moeller, Director, Center for Childhood Deafness, Boys Town National Research Hospital "In this follow-up volume, Marschark and Spencer have amassed a collection that is impressive in breadth and depth. Written by leaders in their respective domains, the authors lay out the state of the art and directions for research in the next century. The research presented here documents the sea-change observable in classrooms and schools for deaf children and is reflected in the variety of chapters--ranging from universal newborn screening, to results from earlier and earlier cochlear implantation, to multiple- and complex-needs children, to language and literacy development, to changes in Deaf identity. A masterful companion to the original volume." C. Tane Akamatsu, Psychologist, Toronto District School Board
Marc Marschark 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. His current research focuses on such relations among deaf children and adults in formal and informal educational settings. He is co-Editor of the Journal of Deaf Studies and Deaf Education. Patricia Elizabeth Spencer is Professor Emerita of Social Work at Gallaudet University. As a Research Scientist at Gallaudet's Center for Studies in Education and Human Development, she had conducted research on early cognitive and communication/language development of deaf and hard-of-hearing children. Her on-going interest in communication and language development grew from her hands-on experiences as a teacher, assessment specialist, and educational advocate for deaf and hard-of-hearing students as well as those with multiple learning challenges.
Foreword ; Contributors ; Part One - Policies, Choices, and Foundations ; 1. It Seems Just Like Yesterday ; Patricia E. Spencer ; 2. Foundations for Language Development in Deaf Children and the Consequences for Communication Choices ; Harry Knoors ; 3. Rethinking Total Communication: Looking Back, Moving Forward ; Connie Mayer ; 4. From Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language ; Mieke Van Herreweghe, Maartje De Meulder, and Myriam Vermeerbergen ; 5. The Role of Language in Deaf and Hard-of-Hearing Children's Social-Emotional Development ; Manfred Hintermair ; Part Two - The Basics of Language and Language Development ; 6. Perception of the Prosodic Characteristics of Spoken Language by Individuals with Hearing Loss ; Tova Most ; 7. The Fine Art of Conversation: The Pragmatic Skills of School-Aged Children with Hearing Loss ; Louise Paatsch and Diane Toe ; 8. Grammatical Competence after Early Cochlear Implantation ; Louise Duchesne ; 9. Spoken Vocabulary Development in Deaf Children with and without Cochlear Implants ; Mary K. Fagan ; 10. Fingerspelling: Beyond Handshape Sequences ; Jonathan Keane Diane Brentari ; 11. Vocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions ; Daan Hermans, Loes Wauters, Margot Willemsen, and Harry Knoors ; Part Three - Multimodal and Multilingual Language Development ; 12. Bimodal Bilingualism: Sign Language and Spoken Language ; Ronice Muller de Quadros, Diane Lillo-Martin, and Deborah Chen Pichler ; 13. Developing Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study ; Gladys Tang and Chris Kun-Man Yiu ; 14. Acquisition of Sign Language as a Second Language (L2) ; Deborah Chen Pichler and Elena Koulidobrova ; 15. Teaching English as a Second Language to Deaf and Hard-of-Hearing Students ; Ewa Domagala-Zysk ; Part Four - Neurological and Neurocognitive Bases of Language ; 16. A Biolinguistic Approach to Sign Languages ; Antonio Benitez-Burraco ; 17. Neurocognitive Function in Deaf Children with Cochlear Implants: Early Development and Long-Term Outcomes ; Irina Castellanos, David B. Pisoni, William G. Kronenberger, and Jessica Beer ; 18. Neurolinguistic Studies of Sign Language Bilingualism ; David P. Corina ; 19. What the Illiterate Brain Tells the Deaf Brain ; Alexandra Castro-Caldas ; Part Five: Challenges for Language Users and Language Researchers ; 20. New Directions in Signed Language Assessment ; Wolfgang Mann and Tobias Haug ; 21. Investigating Sign Language Development, Delay, and Disorder in Deaf Children ; Chloe Marshall and Gary Morgan ; 22. Language and Communication in People Who Are Deafblind ; Mathijs P. J. Vervloed and Saskia Damen ; 23. Dyslexia and Deafness ; Ros Herman and Penny Roy ; Part Six: Supporting Literacy and Learning ; 24. Cued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading ; Jacqueline Leybaert, Clemence Bayard, Cecile Colin and Carol LaSasso ; 25. Encouraging Emergent Reading in Deaf and Hard-of-Hearing Children ; Susan R. Easterbrooks and Jessica W. Trussell ; 26. Phonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners ; Joseph H. Bochner and Aaron Kelstone ; 27. The Impact of Cochlear Implants on Deaf Children's Literacy ; Margaret Harris ; 28. Scaffolding Learning through Classroom Talk: The Role of Translanguaging ; Ruth Swanwick ; 29. Understanding Language in the Real World ; Marc Marschark, Elizabeth Jackson Machmer, and Carol Convertino ; Index