Deaf Students and the Qualitative Similarity Hypothesis: Understanding Language and Literacy Development

Index

263 Index affective aspects. See affective domain affective domain, 2–3, 7, 10–12, 18, 34, 37, 203 alphabetic knowledge, 57, 80, 82–83, 92, 132, 138, 152–153, 155, 173 alphabetic principle, 12, 82, 85, 88, 90–91, 100, 108, 153, 155, 212 American Sign Language (ASL), 1–2, 10, 26, 28, 32, 41, 102–103, 140, 142, 154, 162–167, 170–172, 182, 190, 204, 208–214, 218, 250, 254–256. See also ASL/English bilingualismbiculturalism articulatory-auditory loop, 31, 37, 44 ASD. See autism spectrum disorders (ASD) ASL. See American Sign Language (ASL) ASL/English bilingualism– biculturalism (BiBi), 65–68, 70–71 autism. See autism spectrum disorders (ASD) autism spectrum disorders (ASD), 34, 132–133 automaticity, 90, 92, 94, 103, 132–133, 162. See also prosodic reading Baldi, 160, 164 basic interpersonal communication skills (BICS), 60 Bell, Alexander Graham, 28 BiBi. See ASL/English bilingualism–biculturalism (BiBi) BICS. See basic interpersonal communication skills (BICS) bottleneck hypothesis, 133. See also lexical quality hypothesis (LQH); verbal efficiency model brain plasticity, 12 CALP. See cognitive academic language proficiency (CALP) carryover effects, 172, 215. See also order effects CASE. See Conceptually Accurate Sign English (CASE) catch–up trajectories, 61–62 CEI. See Children’s Early Intervention (CEI) Children’s Early Intervention (CEI), 153–154 Chomsky’s view of explanatory adequacy, 3 CI. See cochlear implants (CI) clinical versus cultural views of deafness, 16 CMR. See componential model of reading (CMR) cochlear implantation. See cochlear implants (CI) cochlear implants (CI), 37, 40, 43–44, 85–88, 99, 101–102, 109, 154, 160, 166, 169, 209, 211, 246 code-focused intervention, 82, 138, 152–153, 155, 157, 173, 183 cognitive academic language proficiency (CALP), 60 cognitive-processing, 90 cognitivism, 2–3, 8, 17–18, 90, 248, 251 collaborative strategic reading, 94 componential model of reading (CMR), 201, 203 comprehension monitoring, 58, 90, 96, 106, 133, 140, 159, 163, 168–169, 181 concept-oriented reading instruction (CORI), 97 Conceptually Accurate Sign English (CASE), 209 Condition of Education 2011, 54 constructivism, 90, 251 contact signing, 209 content words, 103, 105, 111, 142–143, 167. See also function words conventional literacy, 11, 79, 83, 85, 90, 98, 107–109, 111, 138, 151–152, 155, 157, 173–179, 183, 238, 255–256 convergent skills model of reading (CSMR), 201–203 core deficit models of reading, 91 CORI. See concept–oriented reading instruction (CORI) critical or optimal period, 3–4, 12–13, 248, 253 CSL. See Cued Speech/Language (CSL) CSMR. See convergent skills model of reading (CSMR) Cued Speech/Language (CSL), 28, 37, 43–45, 68, 70, 100, 109, 156, 172, 182, 209–211, 214, 218, 255 Cummins’s linguistic interdependence theory, 57, 65, 70, 256 DEAF–WORLD, 1 decoding, 10–15, 55, 57–63, 91–94, 106, 129–135, 139, 143, 153–155, 160–161, 201–203, 206, 214, 229, 240–242 degraded input hypotheses, 210 developmental lag hypothesis (DLH), 4, 13–14, 34, 127–129, 241, 246, 248 developmental similarity, 1–4, 19, 197, 227, 245, 248, 256 disciplinary structure, 4–6, 12, 245–248, 252–254 DLH. See developmental lag hypothesis (DLH) dyslexia, 2, 14–17, 47, 126, 130, 162, 256. See also reading difficulty; reading disability early hearing detection and intervention (EHDI), 67, 85 EHDI. See early hearing detection and intervention (EHDI) ELLs. See English Language Learners (ELLs) embodied cognition, 18. See also situated cognition emergent literacy, 12, 35–36, 57, 79–80, 82–90, 108–109, 111, 155, 238, 255–256 English Language Learners (ELLs) d/Deaf and hard of hearing students who are, 64–69: ASL/English bilingualism– biculturalism, 65–66; 264 Index demographic information of, 64–65; other home or first languages, 67–68, 129; research on, 68–69, 166–167 definition of, 1–2 future directions and conclusions, 70–71, 255 hearing students who are, 57–64: early language development of, 59; interventions for improving reading skills of, 62–64; other challenges in reading development of, 62; reading development of, 59–61 National Literacy Panel for, 54–55 program models for, 55–57 similarities and differences between d/Dhh and hearing students who are, 69–70 English as a second language learners. See English Language Learners (ELLs) environmental/behaviorism, 8 epistemologies, 17–18, 190–194, 218, 238, 249–251 constructivist, 194, 218 multiple, 17–18, 191, 249 positivist, 192, 218 standard, 17, 190, 249 epistemology. See epistemologies fluency–oriented reading instruction (FORI), 95 FORI. See fluency-oriented reading instruction (FORI) Foundations for Literacy, 154–155 function words, 102–103...