LEADER 05753nam 2200661 450 001 9910460704403321 005 20200520144314.0 010 $a0-19-024143-8 010 $a0-19-029729-8 010 $a0-19-024142-X 035 $a(CKB)3710000000498030 035 $a(EBL)4083287 035 $a(SSID)ssj0001569344 035 $a(PQKBManifestationID)16220280 035 $a(PQKBTitleCode)TC0001569344 035 $a(PQKBWorkID)13855381 035 $a(PQKB)10673752 035 $a(StDuBDS)EDZ0001326264 035 $a(MiAaPQ)EBC4083287 035 $a(Au-PeEL)EBL4083287 035 $a(CaPaEBR)ebr11118499 035 $a(CaONFJC)MIL846844 035 $a(OCoLC)936290360 035 $a(EXLCZ)993710000000498030 100 $a20150423h20162016 uy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe Oxford handbook of deaf studies in language /$fedited by Marc Marschark, Patricia Elizabeth Spencer 210 1$aOxford ;$aNew York :$cOxford University Press,$d[2016] 210 4$dİ2016 215 $a1 online resource (481 p.) 225 1 $aOxford library of psychology 300 $aPreviously issued in print: 2015. 311 $a0-19-024141-1 320 $aIncludes bibliographical references and index. 327 $tIt Seems Like Only Yesterday ... /$rPatricia Elizabeth Spencer --$tFoundations for Language Development in Deaf Children and the Consequences for Communication Choices /$rHarry Knoors --$tRethinking Total Communication: Looking Back, Moving Forward /$rConnie Mayer --$tFrom Erasure to Recognition (and Back Again?): The Case of Flemish Sign Language /$rMieke Van Herreweghe, Maartje De Meulder, Myriam Vermeerbergen --$tThe Role of Language in Deaf and Hard-of-Hearing Children's Social-Emotional Development /$rManfred Hintermair --$tPerception of the Prosodic Characteristics of Spoken Language by Individuals with Hearing Loss /$rTova Most --$tThe Fine Art of Conversation: The Pragmatic Skills of School-Aged Children with Hearing Loss /$rLouise Paatsch, Dianne Toe --$tGrammatical Competence after Early Cochlear Implantation /$rLouise Duchesne --$tSpoken Vocabulary Development in Deaf Children with and without Cochlear Implants /$rMary K. Fagan --$tFingerspelling*: Beyond Handshape Sequences /$rJonathan Keane, Diane Brentari --$tVocabulary Acquisition in Deaf and Hard-of-Hearing Children: Research and Interventions /$rDaan Hermans, Loes Wauters, Margot Willemsen, Harry Knoors --$tBimodal Bilingualism: Sign Language and Spoken Language /$rRonice Mu?ller de Quadros, Diane Lillo-Martin, Deborah Chen Pichler --$tDeveloping Sign Bilingualism in a Co-Enrollment School Environment: A Hong Kong Case Study /$rGladys Tang, Chris Kun-Man Yiu --$tAcquisition of Sign Language as a Second Language /$rDeborah Chen Pichler, Elena Koulidobrova --$tTeaching English as a Second Language to Deaf and Hard-of-Hearing Students /$rEwa Domaga?a-Zys?k --$tA Biolinguistic Approach to Sign Languages /$rAntonio Beni?tez-Burraco --$tNeurocognitive Function in Deaf Children with Cochlear Implants: Early Development and Long-Term Outcomes /$rIrina Castellanos, David B. Pisoni, William G. Kronenberger, Jessica Beer --$tNeurolinguistic Studies of Sign Language Bilingualism /$rDavid P. Corina --$tWhat the Illiterate Brain Tells the Deaf Brain /$rAlexandre Castro-Caldas --$tNew Directions in Signed Language Assessment /$rWolfgang Mann, Tobias Haug --$tInvestigating Sign Language Development, Delay, and Disorder in Deaf Children /$rChloe? Marshall, Gary Morgan --$tLanguage and Communication in People Who Are Deafblind /$rMathijs P. J. Vervloed, Saskia Damen --$tDyslexia and Deafness /$rRosalind Herman, Penny Roy --$tCued Speech and Cochlear Implants: A Powerful Combination for Natural Spoken Language Acquisition and the Development of Reading /$rJacqueline Leybaert, Cle?mence Bayard, Ce?cile Colin, Carol LaSasso --$tEncouraging Emergent Reading in Deaf and Hard-of-Hearing Children /$rSusan R. Easterbrooks, Jessica W. Trussell --$tPhonological Knowledge and the Development of Language and Literacy Skills in Deaf Learners /$rJoseph H. Bochner, Aaron Kelstone --$tThe Impact of Cochlear Implants on Deaf Children's Literacy /$rMargaret Harris --$tScaffolding Learning through Classroom Talk: The Role of Translanguaging /$rRuth Swanwick --$tUnderstanding Language in the Real World /$rMarc Marschark, Elizabeth Jackson Machmer, Carol Convertino. 330 8 $aLanguage development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. 410 0$aOxford library of psychology. 606 $aDeaf$xMeans of communication 606 $aDeaf$xEducation 606 $aSign language 608 $aElectronic books. 615 0$aDeaf$xMeans of communication. 615 0$aDeaf$xEducation. 615 0$aSign language. 676 $a401/.930872 702 $aMarschark$b Marc 702 $aSpencer$b Patricia Elizabeth 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460704403321 996 $aThe Oxford handbook of deaf studies in language$91979541 997 $aUNINA