LEADER 00919nam0-2200325---450- 001 990009432860403321 005 20110926124002.0 010 $a978-88-548-1374-8 035 $a000943286 035 $aFED01000943286 035 $a(Aleph)000943286FED01 035 $a000943286 100 $a20110926d2007----km-y0itay50------ba 101 0 $aita 102 $aIT 105 $a--------001yy 200 1 $a<>narrativa di Doris Lessing$estrategie e metafore per un impegno$fMiriam Sette 210 $aRoma$cAracne$d2007 215 $a98 p.$d22 cm 225 1 $aStudi di anglstica$v7 610 0 $aLessing, Doris <1919-2013> 676 $a823.914 700 1$aSette,$bMiriam$0325521 801 0$aIT$bUNINA$gREICAT$2UNIMARC 901 $aBK 912 $a990009432860403321 952 $a823.914 LESS/S 1$bDip.f.m.18352$fFLFBC 959 $aFLFBC 996 $aNarrativa di Doris Lessing$9759673 997 $aUNINA LEADER 05116nam 2200637 450 001 9910787086103321 005 20240109194326.0 010 $a1-59756-669-1 035 $a(CKB)3710000000225794 035 $a(EBL)1887955 035 $a(SSID)ssj0001335623 035 $a(PQKBManifestationID)12543352 035 $a(PQKBTitleCode)TC0001335623 035 $a(PQKBWorkID)11294460 035 $a(PQKB)10643377 035 $a(MiAaPQ)EBC1887955 035 $a(Au-PeEL)EBL1887955 035 $a(CaPaEBR)ebr10915608 035 $a(OCoLC)891385908 035 $a(EXLCZ)993710000000225794 100 $a20140903h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aLiteracy and deafness $elistening and spoken language /$fLyn Robertson ; contributors, Gina Annunziato Dow, Carol Flexer 205 $aSecond edition. 210 1$aSan Diego, California :$cPlural Publishing,$d2014. 210 4$dİ2014 215 $a1 online resource (401 p.) 300 $aDescription based upon print version of record. 311 $a1-59756-557-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aContents; Preface; Contributors; Chapter 1. A History of Reading Achievement in People with Hearing Loss; Introduction; A Review of Selected Studies; Higher Academic Achievement and Spoken Language; Conclusion; References; Chapter 2. Literacy Theories; Introduction; Theorizing About Reading; Definitions of Reading; Word Identification; Comprehension; An Interactive Theory; Many Disciplines Study Reading; Conclusion; References; Chapter 3. Technology and Listening; Introduction; Neurological Basis of Listening and Literacy; Computer Analogy for Understanding Amplification Technology 327 $aOverview of Amplification Technologies -A New ContextCochlear Implants; Auditory Feedback Loop; Distance Hearing and Incidental Learning; New Context for the Word "Deaf"; Conclusion; References; Chapter 4. Spoken Language; Introduction; Learning the Sounds of a Spoken Language; Beyond the Sounds of Language; What About Bridging from American Sign Language?; Learning Spoken Language; Two Extended Studies of Children's Language Learning and Later Academic Achievement; "Advantaged" and "Disadvantaged" Parents; Conclusion; References; Chapter 5. Hearing, Listening, and Literacy; Introduction 327 $aPhonological AwarenessPhonological Processing Capabilities; The Auditory-Verbal Approach; Principles of Listening and Spoken Language Specialist Auditory-Verbal Therapy (LSLS Cert. AVT); Principles of Listening and Spoken Language Specialist Auditory-Verbal Education (LSLS Cert. AVEd); Conclusion; References; Chapter 6. Issues in Child Development; Introduction; Sensitivity in the Caregiving Relationship; Part I: Early Identification; Attunement and Early Identification of Hearing Loss; Early Identification and Intervention: How Early is Early Enough? 327 $aEarly Identification in the United StatesFrom Screening to Identification to Intervention; Concluding Remarks and Recommendations; Part II: Typical Development: Birth to Age Five; Cognitive Development and Play; Motor Development; Development of Self-Help Skills; Developmental Context; The Family Context as the Child's Immediate Environment; The Social and Economic Context; The Cultural Context; When Hearing Impairment Co-Occurs with Other Conditions; Useful Links on Developmental Milestones, Developmental Disabilities, and Hearing Impairment; References; Chapter 7. Learning to Read 327 $aIntroductionConstructivism in Action; Shared Book Reading; Establishing a Rich Literacy Environment; Reading Comprehension and the Child; Practical Ideas for Helping Children Learn to Read; Conclusion; References; Chapter 8. Reading Aloud With Children; Introduction; When Should Reading Aloud Begin?; How - and Why - Should Reading Aloud Begin?; Reading Aloud Is an Indirect Way of Teaching a Child How to Read; Reading Aloud Is Also a Direct Way of Teaching a Child How to Read; How to Read Aloud with a Child with Hearing Loss 327 $aAn Extraordinary Example of Reading Aloud: The 1,000-Day Reading Streak 330 $aAt a time when advancements in technology continue to provide increasingly improved access to sound and spoken language, this book pulls together the dominant research from the ""hearing world"" and applies it to the world of the deaf and hard of hearing. 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