Literacy and deafness : the development of reading, writing, and literate thought
1998
Book
The development of literacy (reading and writing skills) is important for success in school and mainstream society. Some might argue, however, that literacy skills are not necessary for the development of literate thought (the ability to think critically and reflectively). This book provides some insights into the relationship between literacy and literate thought. In the first few chapters, readers are introduced to major perspectives on literacy, the role of teaching, deafness, research on both hearing and deaf students and the development of writing on these students. It continues with an overview of the major tenets of the literary critical perspective, an overview of the theory and research and teaching literacy to ESL students. The book winds down with reform assessment and the argument that educators need to consider alternative measures of achievement.
Item Details
ISBN: 9780205175765
Description: x, 358 pages ; 25 cm
Notes: Includes bibliographical references and index.
Contents:
- Metatheorizing in Literacy and Deafness
- Types of Metaanalyses
- Utility of Metaanalyses
- Perspectives on Literacy
- Reading-Comprehension Framework
- Literacy Critical Framework
- Perspectives on Writing
- Second-Language Literacy
- Two World Views for Theorizing, Research, and Instruction
- Reductionism and Literacy
- Constructivism and Literacy
- Discussion of Deafness
- Clinical View of Deafness
- Cultural View of Deafness
- Overview of Literacy Achievement and Deafness
- Reading Achievement
- Writing Achievement
- Reading-Comprehension Perspective: Theories and Research on Hearing Students
- Reading-Comprehension Framework: The Notion of Models
- Bottom-Up Models
- Implications for Instruction
- Critique of Bottom-Up Models
- Top-Down Models
- Implications for Instruction
- Critique of Top-Down Models
- Interactive Models
- Implications for Instruction
- Critique of Interactive Models
- Research on Reading Comprehension and Hearing Students: A Summary
- Word Identification
- Comprehension: Word Knowledge
- Comprehension: The Use of Higher-Order Skills
- Reading-Comprehension Perspective: Research on Students Who Are Deaf
- Perspectives on Reading Achievement and Deafness
- From Pintner to the 1970s
- 1970s to the Present
- Select Subgroups
- Research on Selected Text-Based Variables
- Word Identification
- Word Knowledge
- Syntax
- Difficulty with Syntax: The Knowledge and Processing Hypotheses
- Metaphorical Language
- Research on Selected Reader-Based Variables
LCCN: 97021431
Control Number: 3279750
Publisher: Boston : Allyn and Bacon, [1998]Subjects: