Language and Deafness / Edition 4

by Peter V. Paul

Overview

The Fourth Edition of Language and Deafness covers language and literacy development from preschool through adolescence. Content includes the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems are also covered, along with linguistics/sociolinguistics of American Sign Language. Multicultural aspects, including bilingualism and second-language learning, are covered in detail.

Product Details

ISBN-13:	9780763751043
Publisher:	Jones & Bartlett Learning
Publication date:	12/22/2008
Edition description:	4E
Pages:	566
Product dimensions:	6.90(w) x 8.90(h) x 1.20(d)

About the Author

Peter V. Paul, PhD, is a Professor in the School of Teaching and Learning in the College of Education & Human Ecology at the Ohio State University.' One of his major responsibilities is teacher education for individuals interested in the education of d/Deaf or hard of hearing students. Dr. Paul's research interests involve the areas of vocabulary, language, and literacy.' He has published extensively on language and literacy development.' His scholarly texts include Education and Deafness (1990), Toward a Psychology of Deafness (1993), Literacy and Deafness (1998), Language and Deafness (2009, 4th ed.), Reading and Deafness (2010; with B. Trezek and Y. Wang), and Hearing and Deafness (2011).' Dr. Paul has conducted workshops for educators and parents on an international, national, state, and local level on topics in literacy and literate thought.' He is the current Editor of the American Annals of the Deaf (established in 1847), the oldest professional journal in the field of deafness.' Dr. Paul has received the College of Education Senior Research Award (2000) and the Richard and Laura Kretschmer National Leadership Award in Hearing Impairment (2010).'''

Table of Contents

Preface Preface
Chapter Chapter 1: Introduction to Language and Deafness
Chapter Chapter 2: The Structure and Function of Language
Chapter Chapter 3: Language Acquisition: Perspectives, Development, and Relation to Thought
Chapter Chapter 4: The Development of Oral English
Chapter Chapter 5: Sign Systems
Chapter Chapter 6: American Sign Language and the Development of English
Chapter Chapter 7: Reading
Chapter Chapter 8: Writing
Chapter Chapter 9: Literate Thought
Chapter Chapter 10: Language Instruction
Chapter Chapter 11: Language Assessment
Chapter Chapter 12: Epilogue
Appendix Appendix A: Comprehension and Challenge Questions
Appendix Appendix B: Descriptions of Literacy and Related Terms
Appendix References

Editorial Reviews

3 Stars from Doody

This book is an interesting overview of language and literacy development in deaf students. It provides a review of the available communication modes (American Sign Language, Signed English, Total Communication, Cued Speech, etc.) and covers the controversies involved in the choice of method and the supporting research. The book discusses the development of reading, writing, and bilingual skills, including a chapter on the development of English as a second language. It also presents strategies for language instruction and assessment The purpose is to present the research on the languages and communication modes available for the education of the deaf. It acknowledges, and attempts to explain, the polarization that exists among proponents of different approaches. The authors present an impartial review of the current and needed research in this area, and in the context of metatheory, help clinicians to develop their own philosophy based on an examination of the issues involved. Targeted for graduate students in audiology, clinicians, and educators of the deaf, the book provides an up-to-date and comprehensive overview for the intermediate reader. Both authors are well regarded in the areas of language development and deaf education. The book is generally easy to read (both in content and appearance) and provides a thorough index and table of contents. The illustrations of the various manual languages were reasonably good, though more illustration of cued speech and tactile aids would have been helpful. The book provides chapter topics and comprehension questions as well as a separate student study guide (not reviewed). This book is a good review of the controversies and research in thefield of language and literacy development in the deaf. It updates the first edition by rethinking some issues and by subsequently restructuring the book's organization. It would make a useful addition to a professional library.

Christine Gilmore Eubanks

For student and practicing teachers and clinicians, Paul (education, Ohio State U.) introduces language development in deaf children. He includes much more detail about language than is common in beginner texts in the belief that teachers and clinicians must have it in order to promote initial language development of deaf children and to use more structured approaches at a later age if the earlier practices fail. In the third edition (first in 1984) he updates theories and research and adds more information on the structures and functions of language, instruction and assessment, English literacy skills, and other topics. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Booknews

Reviewer: Christine Gilmore Eubanks, PhD (University of Mississippi)
Description: This book is an interesting overview of language and literacy development in deaf students. It provides a review of the available communication modes (American Sign Language, Signed English, Total Communication, Cued Speech, etc.) and covers the controversies involved in the choice of method and the supporting research. The book discusses the development of reading, writing, and bilingual skills, including a chapter on the development of English as a second language. It also presents strategies for language instruction and assessment
Purpose: The purpose is to present the research on the languages and communication modes available for the education of the deaf. It acknowledges, and attempts to explain, the polarization that exists among proponents of different approaches. The authors present an impartial review of the current and needed research in this area, and in the context of metatheory, help clinicians to develop their own philosophy based on an examination of the issues involved.
Audience: Targeted for graduate students in audiology, clinicians, and educators of the deaf, the book provides an up-to-date and comprehensive overview for the intermediate reader. Both authors are well regarded in the areas of language development and deaf education.
Features: The book is generally easy to read (both in content and appearance) and provides a thorough index and table of contents. The illustrations of the various manual languages were reasonably good, though more illustration of cued speech and tactile aids would have been helpful. The book provides chapter topics and comprehension questions as well as a separate student study guide (not reviewed).
Assessment: This book is a good review of the controversies and research in the field of language and literacy development in the deaf. It updates the first edition by rethinking some issues and by subsequently restructuring the book's organization. It would make a useful addition to a professional library.

Doody's Review Service