Language and Deafness

Graduate students, instructors, and researchers will discover the latest information on the unique aspects of language acquisition for youngsters who are deaf or have serious hearing impairment in this balanced, comprehensive edition. Language and literacy development from preschool through puberty presented in a coherent framework of learned thought. Content includes the basics of language development and the relationship between language and cognition. Oral communication methods and English-like signing systems are covered, along with linguistics/sociolinguistics of American Sign Language. Development of reading and writing skills is accessibly presented. Multicultural aspects, including bilingualism and second-language learning, are detailed. TEXTBOOK

Christine Gilmore Eubanks

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.

Professor in the School of Teaching and Learning (Integrated Teaching & Learning) in the College of Education at the Ohio State University. One of his major responsibilities is teacher education for individuals interested in the education of deaf and hard of hearing students. Dr. Paul's research interests involve the areas of vocabulary, literacy, and literate thought. Dr. Paul has published extensively on language and literacy development of individuals with severe to profound hearing impairment. His scholarly texts include Education and Deafness (with Stephen P. Quigley), Toward a Psychology of Deafness, and Literacy and Deafness. Dr. Paul (with Stephen P. Quigley and others) has also worked on educational materials, particularly special reading series for deaf and hard of hearing students - Reading Milestones and Reading Bridge. The College of Education at Ohio State University presented Dr. Paul with the 2000 Senior Faculty Research Award for outstanding research in the field of education.