Tools

LEADER 09693cam 2200553 a 4500

001 ocm77334305;

003 OCoLC;

005 20150728094542.0;

008 061220s2007 caua b 001 0 eng ;

010 a| 2006102697;

020 a| 9781412927338 (pbk. : acid-free paper);

020 a| 1412927331 (pbk. : acid-free paper);

020 a| 9781412927321;

020 a| 1412927323;

035 a| (Sirsi) 99962658485;

035 a| 99962658485;

035 a| (OCoLC)77334305;

050 00 a| HV2483b| .E23 2007;

082 00 a| 371.91/246222| 22;

084 a| 5,32| ssgn;

084 a| DT 64102| rvk;

084 a| DT 65102| rvk;

100 1 a| Easterbrooks, Susan R.=| ^A1262737;

245 10 a| Helping deaf and hard of hearing students to use spoken language :b| a guide for educators and families /c| Susan R. Easterbrooks, Ellen L. Estes ; foreword by Mary Ellen Nevins.;

300 a| xvii, 205 pages :b| illustrations ;c| 29 cm;

336 a| text2| rdacontent;

337 a| unmediated2| rdamedia;

338 a| volume2| rdacarrier;

504 a| Includes bibliographical references (p. 191-197) and index.;

505 0 a| Foreword / Mary Ellen Nevins -- Preface -- Acknowledgments -- About the authors -- Part 1: Art Of Intervention -- 1: Listening and spoken language interventions: a model and activities for helping children -- Listening challenges that children must overcome -- Awareness of the whole child -- Model of auditory, speech, and language development -- Parameter 1: Brain Tasks -- Detection -- Discrimination -- Identification -- Comprehension -- Parameter 2: Listening And Speaking Skills -- Suprasegmentals -- Vowels and consonants -- Connected speech -- Speech perception categories -- Parameter 3: External Factors -- Stimulus array -- Linguistic complexity -- Contextual cues -- Background noise -- Parameter 4: Child Actions -- Summary -- 2: Early detection and intervention for infants and toddlers -- Early detection and intervention -- Necessary services for infants, toddlers, and their families -- How listening develops in infants and toddlers -- How infants develop spoken language -- How toddlers develop spoken language -- Interventions for babies -- Applying the Model with babies -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Interventions for toddlers -- Applying the Model with toddlers -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- If a child is not making measurable progress -- Need for flexible models -- Summary --;

505 0 a| 3: Interventions for preschoolers -- Collaborating with service providers -- What you need to know about a child's hearing loss -- Type of hearing loss -- Degree of hearing loss -- Laterality of the loss -- Stability of the loss -- Cause of the loss -- Age of acquisition of the loss -- What you need to know about previous intervention -- Age of intervention and age at which the child received listening technology -- Auditory, speech, and language objectives mastered during the preschool years -- What you need to know about listening technology -- Type of technology used -- What you need to know about a child with no prior services -- Planning and implementing instruction and interventions -- Auditory language lessons -- Auditory language experiences -- Mode of presentation -- Nonauditory cues -- Obscuring your lips -- Premises that drive auditory learning -- Factors to consider when planning lessons -- Chronological age-developmental age -- Interests -- Variety of contexts and activities -- Challenging yet successful -- Comprehensible input -- Communicative intent -- Techniques to use when conducting a lesson -- Wait for a response -- Accoustic highlighting -- Whispering -- Singing -- Building bridges -- Self-correction techniques -- Sandwich interaction -- Making progress -- Interventions for preschoolers -- Applying the Model with preschoolers -- Parameter 1: Brain Tasks -- Parameter 2: Listening and Speaking Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Summary -- 4: Interventions for Children in the primary grades -- Typical day in the life of the young student with a hearing loss -- Delays in processing speed -- Reading and content area delays -- Social interaction challenges -- Effects of hearing loss in the classroom -- Understanding what the teacher is saying -- Speech production -- Spoken language -- Vocabulary -- Background knowledge -- Processing speed -- Written language -- Reading -- Math -- Science and social studies -- Peer relationships -- Self-esteem -- Behavior -- Assessing a child's present levels of performance -- Language and vocabulary assessments -- Speech assessments -- Auditory assessments -- Reading and achievement -- Psychological and developmental -- Occupational and physical therapy -- Multidisciplinary team of professionals who can assist the teacher -- Needs and goals -- Readiness for school -- Prepared young school-goer: I'm ready! -- Unprepared young school-goer: help me get started! -- Instructional considerations -- Lesson planning -- Placement options -- Interventions for children in the primary grades -- Applying the Model with kindergartners and early elementary children -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Summary -- 5: Developing literacy skills in children with hearing losses -- Learning to read -- Effective approaches to reading -- Alphabetics -- Underlying assumptions about alphabetics -- Fluency -- Underlying assumptions about fluency -- Vocabulary comprehension -- Underlying assumptions about vocabulary comprehension -- Text comprehension -- Underlying assumptions about text comprehension -- Additional assumptions -- Using reading to develop language-a paradox -- Assessment -- Implications for the special education teacher -- Implications for the general education teacher -- Intervention -- Infants and toddlers -- Preschoolers -- Children in the primary grades -- Literacy team -- Summary --;

505 0 a| Part 2: Science Of Intervention -- 6: How children hear and talk: fundamentals of listening and speaking -- Speech chain -- Linguistic level -- Essential Practice #1 -- Essential Practice #2 -- Essential Practice #3 -- Essential Practice #4 -- Essential Practice #5 -- Essential Practice #6 -- Essential Practice #7 -- Essential Practice #8 -- Essential Practice #9 -- Essential Practice #10 -- Essential Practice #11 -- Essential Practice #12 -- Essential Practice #13 -- Essential Practice #14 -- Physiological Level: the physiology of speech -- Essential Practice #15 -- Physiological Level: the physiology of hearing -- Outer ear -- Middle ear -- Inner ear -- Acoustic level -- Essential Practice # 16 -- Essential Practice #17 -- Essential Practice #18 -- Essential Practice #19 -- Essential Practice #20 -- Essential Practice #21 -- Essential Practice #22 -- Essential Practice #23 -- Hearing aids, cochlear implants, and assistive listening devices -- Essential Practice #24 -- Hearing aids -- Cochlear implants -- Assistive listening devices -- Device troubleshooting -- What to ask and tell the audiologist -- Classroom acoustics-increasing the child's ability to hear and understand teacher and peers -- Essential Practice #25 -- Essential Practice #26 -- Daily device monitoring: your responsibility -- How to give the ling sound check -- Summary -- Resource A: Organizations and agencies -- Serving children with hearing losses -- Resource B: Assessments -- Resource C: Sound-object associations / Ellen A Rhoades -- Resource D: Commercially available -- Curriculum guides and materials -- References -- Index.;

520 a| From the Back Cover: Provides educators and novice practitioners with the knowledge and skills in spoken language development to support students who are deaf or hard of hearing. The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in teaching preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental approach and addresses: Creative and scientific ways of interacting with children with hearing loss to develop spoken communication; Effective approaches, techniques, and strategies for working with students in the primary grades; Techniques for imparting social and academic information while children are learning to communicate. This authoritative reference gives teachers the confidence to provide a well-prepared, intensely stimulating environment that fosters the natural emergence of spoken language.;

650 0 a| Deaf childrenx| Language.=| ^A5150;

650 0 a| Hard of hearing childrenx| Language.=| ^A207642;

650 0 a| Deaf childrenx| Education.=| ^A73874;

650 0 a| Hearing impaired childrenx| Education.=| ^A137789;

650 07 a| Didaktik.2| swd;

650 07 a| Gehörlosigkeit.2| swd;

650 07 a| Schwerhörigkeit.2| swd;

650 07 a| Schüler.2| swd;

700 1 a| Estes, Ellen L.=| ^A1262960;

949 i| 30372016580182o| jjlm;

960 o| 1s| 41.95t| Joyner48u| JDISz| USD;

596 a| 1;

998 a| 3749830;

999 a| HV2483 .E23 2007w| LCc| 1i| 30372016580182d| 9/24/2015e| 5/12/2015l| JGESm| JOYNERr| Ys| Yt| JGESBKu| 5/7/2015x| BOOKz| JSTACKSo| .STAFF. jjlm;

Helping deaf and hard of hearing students to use spoken language : a guide for educators and families / Susan R. Easterbrooks, Ellen L. Estes ; foreword by Mary Ellen Nevins.

Author/creator	Easterbrooks, Susan R.
Other author	Estes, Ellen L.
Format	Book
Publication Info	Thousand Oaks, CA : Corwin Press, ©2007.
Description	xvii, 205 pages : illustrations ; 29 cm
Subjects	Deaf children--Language. Hard of hearing children--Language. Deaf children--Education. Hearing impaired children--Education.

Contents	Foreword / Mary Ellen Nevins -- Preface -- Acknowledgments -- About the authors -- Part 1: Art Of Intervention -- 1: Listening and spoken language interventions: a model and activities for helping children -- Listening challenges that children must overcome -- Awareness of the whole child -- Model of auditory, speech, and language development -- Parameter 1: Brain Tasks -- Detection -- Discrimination -- Identification -- Comprehension -- Parameter 2: Listening And Speaking Skills -- Suprasegmentals -- Vowels and consonants -- Connected speech -- Speech perception categories -- Parameter 3: External Factors -- Stimulus array -- Linguistic complexity -- Contextual cues -- Background noise -- Parameter 4: Child Actions -- Summary -- 2: Early detection and intervention for infants and toddlers -- Early detection and intervention -- Necessary services for infants, toddlers, and their families -- How listening develops in infants and toddlers -- How infants develop spoken language -- How toddlers develop spoken language -- Interventions for babies -- Applying the Model with babies -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Interventions for toddlers -- Applying the Model with toddlers -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- If a child is not making measurable progress -- Need for flexible models -- Summary --
Contents	3: Interventions for preschoolers -- Collaborating with service providers -- What you need to know about a child's hearing loss -- Type of hearing loss -- Degree of hearing loss -- Laterality of the loss -- Stability of the loss -- Cause of the loss -- Age of acquisition of the loss -- What you need to know about previous intervention -- Age of intervention and age at which the child received listening technology -- Auditory, speech, and language objectives mastered during the preschool years -- What you need to know about listening technology -- Type of technology used -- What you need to know about a child with no prior services -- Planning and implementing instruction and interventions -- Auditory language lessons -- Auditory language experiences -- Mode of presentation -- Nonauditory cues -- Obscuring your lips -- Premises that drive auditory learning -- Factors to consider when planning lessons -- Chronological age-developmental age -- Interests -- Variety of contexts and activities -- Challenging yet successful -- Comprehensible input -- Communicative intent -- Techniques to use when conducting a lesson -- Wait for a response -- Accoustic highlighting -- Whispering -- Singing -- Building bridges -- Self-correction techniques -- Sandwich interaction -- Making progress -- Interventions for preschoolers -- Applying the Model with preschoolers -- Parameter 1: Brain Tasks -- Parameter 2: Listening and Speaking Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Summary -- 4: Interventions for Children in the primary grades -- Typical day in the life of the young student with a hearing loss -- Delays in processing speed -- Reading and content area delays -- Social interaction challenges -- Effects of hearing loss in the classroom -- Understanding what the teacher is saying -- Speech production -- Spoken language -- Vocabulary -- Background knowledge -- Processing speed -- Written language -- Reading -- Math -- Science and social studies -- Peer relationships -- Self-esteem -- Behavior -- Assessing a child's present levels of performance -- Language and vocabulary assessments -- Speech assessments -- Auditory assessments -- Reading and achievement -- Psychological and developmental -- Occupational and physical therapy -- Multidisciplinary team of professionals who can assist the teacher -- Needs and goals -- Readiness for school -- Prepared young school-goer: I'm ready! -- Unprepared young school-goer: help me get started! -- Instructional considerations -- Lesson planning -- Placement options -- Interventions for children in the primary grades -- Applying the Model with kindergartners and early elementary children -- Parameter 1: Brain Tasks -- Parameter 2: Listening, Speaking, and Language Skills -- Parameter 3: External Factors -- Parameter 4: Child Actions -- Summary -- 5: Developing literacy skills in children with hearing losses -- Learning to read -- Effective approaches to reading -- Alphabetics -- Underlying assumptions about alphabetics -- Fluency -- Underlying assumptions about fluency -- Vocabulary comprehension -- Underlying assumptions about vocabulary comprehension -- Text comprehension -- Underlying assumptions about text comprehension -- Additional assumptions -- Using reading to develop language-a paradox -- Assessment -- Implications for the special education teacher -- Implications for the general education teacher -- Intervention -- Infants and toddlers -- Preschoolers -- Children in the primary grades -- Literacy team -- Summary --
Contents	Part 2: Science Of Intervention -- 6: How children hear and talk: fundamentals of listening and speaking -- Speech chain -- Linguistic level -- Essential Practice #1 -- Essential Practice #2 -- Essential Practice #3 -- Essential Practice #4 -- Essential Practice #5 -- Essential Practice #6 -- Essential Practice #7 -- Essential Practice #8 -- Essential Practice #9 -- Essential Practice #10 -- Essential Practice #11 -- Essential Practice #12 -- Essential Practice #13 -- Essential Practice #14 -- Physiological Level: the physiology of speech -- Essential Practice #15 -- Physiological Level: the physiology of hearing -- Outer ear -- Middle ear -- Inner ear -- Acoustic level -- Essential Practice # 16 -- Essential Practice #17 -- Essential Practice #18 -- Essential Practice #19 -- Essential Practice #20 -- Essential Practice #21 -- Essential Practice #22 -- Essential Practice #23 -- Hearing aids, cochlear implants, and assistive listening devices -- Essential Practice #24 -- Hearing aids -- Cochlear implants -- Assistive listening devices -- Device troubleshooting -- What to ask and tell the audiologist -- Classroom acoustics-increasing the child's ability to hear and understand teacher and peers -- Essential Practice #25 -- Essential Practice #26 -- Daily device monitoring: your responsibility -- How to give the ling sound check -- Summary -- Resource A: Organizations and agencies -- Serving children with hearing losses -- Resource B: Assessments -- Resource C: Sound-object associations / Ellen A Rhoades -- Resource D: Commercially available -- Curriculum guides and materials -- References -- Index.
Abstract	From the Back Cover: Provides educators and novice practitioners with the knowledge and skills in spoken language development to support students who are deaf or hard of hearing. The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in teaching preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental approach and addresses: Creative and scientific ways of interacting with children with hearing loss to develop spoken communication; Effective approaches, techniques, and strategies for working with students in the primary grades; Techniques for imparting social and academic information while children are learning to communicate. This authoritative reference gives teachers the confidence to provide a well-prepared, intensely stimulating environment that fosters the natural emergence of spoken language.
Bibliography note	Includes bibliographical references (p. 191-197) and index.
LCCN	2006102697
ISBN	9781412927338 (pbk. : acid-free paper)
ISBN	1412927331 (pbk. : acid-free paper)
ISBN	9781412927321
ISBN	1412927323

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Joyner	General Stacks	HV2483 .E23 2007	✔ Available	Place Hold

Helping deaf and hard of hearing students to use spoken language : a guide for educators and families / Susan R. Easterbrooks, Ellen L. Estes ; foreword by Mary Ellen Nevins.

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