图书简介

Preface; Chapter 1: Sleuthing the 93% Solution in Deaf Education; Marc Marschark and Harry Knoors; PART ONE: Diversity in Deaf Learners; Chapter 2: Assessment and Development of Deaf Children with Multiple Challenges; Terrell Clark; Chapter 3: Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual World; Kathryn Crowe; Chapter 4: Dialogic Teaching and Translanguaging in Deaf Education; Ruth Swanwick; PART TWO: Language Development and Language Assessment; Chapter 5: Effects of Family Variables on Spoken Language in Children with Cochlear Implants; Ivette Cejas and Alexandra L. Quittner; Chapter 6: Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed Children; Birgitta Sahlen, Kristina Hansson, Viveka Lyberg-Ahlande, and Jonas Brannstrom; Chapter 7: The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing Children; Lian van Berkel-van Hoof; Chapter 8: Measuring Deaf Learners’ Language Progress in School; Wolfgang Mann; PART THREE: Literacy and Numeracy; Chapter 9: Many Ways to Reading Success: New Directions in Fostering Deaf Readers’ Reading Comprehension Skills; Paul Miller; Chapter 10: Reading Development in Deaf Children: The Fundamental Role of Language Skills; Fiona Kyle; Chapter 11: Word Identification and the Adolescent Deaf and Hard-of-Hearing; Reader: Going Back to Learning to Read; Jessica W. Trussell and M. Christina Rivera; Chapter 12: Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of Hearing; Evelien van Wingerden, Arjan van Tilborg, and Hans van Balkoum; Chapter 13: Thinking in Action and Beyond; Terezinha Nunes; Chapter 14: Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home Environment; Loes Wauters and Evelien Dirks; PART FOUR: Cognitive and Social-Emotional Dimensions of Learning; Chapter 15: Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and Adults; Benedetta Heimler, Francesco Pavani, and Amir Amedi; Chapter 16: Neurocognitive Functioning in Deaf Children with Cochlear Implants; William G. Kronenberger and David B. Pisoni; Chapter 17: Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary Findings; Irina Castellanos, Chen Yu, David B. Pisoni, and Derek M. Houston; Chapter 18: The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving Environment; Evelien Dirks; Chapter 19: Psychosocial Development of Hard-of-Hearing Preschool Children:; Implications for Early Intervention; Nina Jakhelln Laugen; Chapter 20: Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind Perspective; Constance Vissers and Daan Hermans; Chapter 21: Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing Students; Jesper Dammeyer; Chapter 22: Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social Skills; Anat Zaidman-Zait and Tova Most; PART FIVE: Learning, Context, and Technology; Chapter 23: Revisiting Curricula for Deaf Students: A Norwegian Perspective; Stein Erik Olna; Chapter 24: Importance of Technology for Education of Deaf Students; Michael Stinson; Chapter 25: Online Learning and Deaf Students: Accessible by Design; Stephanie Cawthon and Jessica I. Mitchell; Chapter 26: Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research Evidence; Harry Knoors, Annet de Klerk, and Marc Marschark

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