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International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners.

       Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.

       This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.

Signed chapter summaries are available on the Gallaudet University Press YouTube channel.

Table of Contents

  1. Cover
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  1. Half-Title Page, Title Page, Copyright
  2. pp. i-iv
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  1. Contents
  2. pp. v-viii
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  1. Foreword
  2. Donald F. Moores, Margery Miller
  3. pp. ix-x
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  1. Preface
  2. Jean F. Andrews, Qiuying Wang
  3. pp. xi-xviii
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  1. Acknowledgments
  2. pp. xix-xx
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  1. Part I. South and Central America
  1. 1. TECLAS: A Reading Comprehension Intervention for Chilean Deaf Adolescents
  2. María Rosa Lissi, Christian Sebastián, Martín Vergara, Cristián Iturriaga, Catalina Henríquez, Sergio Hofmann
  3. pp. 1-26
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  1. 2. Language and Literacy in Colombia for Deaf Students: A Sociocultural Backdrop
  2. Luz Mary López Franco, Martha Lucia Osorno Posada Ma
  3. pp. 27-49
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  1. 3. School Literacy of Deaf People in Brazil
  2. Catia de Azevedo Fronza, Barbara Gerner de Garcia, Lodenir Becker Karnopp
  3. pp. 50-68
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  1. 4. "We Have Conflicting Cultures Here": Transnational Third Spaces in International Deaf Education in Mexico
  2. Jessica Armytage Scott, Sue Kasun, Fabiola Ruiz Bedolla
  3. pp. 69-88
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  1. Part II. North America
  1. 5. Rapid Automatized Naming and Reading With Deaf Students Using American Sign Language
  2. Sarah Boehm
  3. pp. 89-113
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  1. 6. Access to and Accessibility of Language: Implications on Literacy
  2. Marlon Kuntze, Debbie Golos
  3. pp. 114-133
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  1. 7. Comprehension of Written Grammar in Canada: Reading Comprehension and English Grammar Knowledge Across a Diverse d/Deaf or Hard of Hearing Population
  2. Joanna E. Cannon, Anita M. Hubley, Julia O'Loughlin, Lauren Phelan
  3. pp. 134-150
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  1. Part III. Europe, Africa, and the Middle East
  1. 8. The Developmental Ease of Language Understanding Model and Literacy Acquisition: Evidence from Deaf and Hard of Hearing Signing Children
  2. Emil Holmer, Mary Rudner
  3. pp. 151-173
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  1. 9. Literacy Development of Deaf and Hard of Hearing Students in Greece
  2. Kleopatra Diakogiorgi, Venetta Lampropoulou, Anatoli Makarona
  3. pp. 174-202
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  1. 10. Language and Literacy Planning: Critical Issues in Deaf Education in Kenya
  2. Millicent M. Musyoka
  3. pp. 203-225
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  1. 11. Saudi Deaf Students and Literacy: Contextual Issues, Considerations, and Teacher Practices
  2. Ahmed Alzahrani, Ghithan S. Alamri, Abdulhadi A. Alamri, Farraj Alqarni
  3. pp. 226-244
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  1. Part IV. China
  1. 12. Chinese Manual Alphabet, Chinese Finger Syllabary, and Development of Chinese Literacy Skills
  2. Ye Wang, Peter V. Paul, Junhui Yang, Onudeah D. Nicolarakis
  3. pp. 245-268
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  1. 13. Deaf Chinese Adults: Sociocultural Reflections on Learning to Read Chinese
  2. Gabrielle A. Jones, Jenny L. Singleton
  3. pp. 269-288
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  1. 14. Semantic and Phonological Processing Among Chinese Deaf Readers
  2. Ming Yan, Jinger Pan, Jochen Laubrock, Hua Shu
  3. pp. 289-302
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  1. Part V. East Asia
  1. 15. Reading and Writing Instruction for Young Deaf Children Using Taiwan Sign Language |
  2. Yi-Li Lin, Fang-Huai Ku
  3. pp. 303-327
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  1. 16. Chinese Literacy: Factors, Outcomes, and Practices for Deaf Students in Taiwan
  2. Hsiu Tan Liu, Chun Jung Liu
  3. pp. 328-351
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  1. 17. Chinese Vocabulary Development of Deaf and Hearing Children in a Sign-Bilingualism and Co-Enrollment Program in Hong Kong
  2. Qun Li, Gladys Tang
  3. pp. 352-378
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  1. 18. Literacy Education for Japanese Deaf Children
  2. Norie Oka, Michiko Sasaki
  3. pp. 379-401
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  1. 19. Literacy Education for Deaf Students in South Korea Today
  2. Yunjae Hwang, Junghae Lee
  3. pp. 402-414
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  1. Epilogue
  2. pp. 415-424
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  1. Contributors
  2. pp. 425-428
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  1. About the Editors
  2. pp. 429-430
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  1. Index
  2. pp. 431-446
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Additional Information

ISBN
9781944838690
Related ISBN
9781944838676
MARC Record
OCLC
1128889613
Pages
466
Launched on MUSE
2020-10-16
Language
English
Open Access
No
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