Chapter 1 A HISTORY OF READING ACHIEVEMENT IN PEOPLE WITH HEARING LOSS   There is no frigate like a book To take us lands away, Nor any coursers like a page Of prancing poetry. This traverse may the poorest take Without oppress of toll -- How frugal is the chariot That bears a human soul! Emily Dickinson (American poet, 1830-1886) Introduction The desirability of knowing how to read is taken for granted by most people. We can look back in history and find cogent references to the hope and faith th -- Chapter 2 LITERACY THEORIES   Reading is the complex act of constructing meaning from print. We read in order to better understand ourselves, others, and the world around us -- we use the knowledge we gain from reading to change the world in which we live. Becoming a reader is a gradual process that begins with our first interactions with print. As children, there is no fixed point at which we suddenly become readers. Instead, all of us bring our understanding of spoken language, our knowledge of -- Chapter 3 TECHNOLOGY AND LISTENING Carol Flexer, PhD, LSLS CERT. AVT   Hearing loss is not about the ears -- it's about the brain. Cole & Flexer, 2011, p. 6 Introduction We hear with the brain -- the ears are just a way in. A primary problem is that hearing loss keeps sound from reaching the brain. If amplification technologies can be used during early childhood to access, stimulate and grow auditory centers, then the secondary negative effects of hearing loss such as language, reading, and academic.

Chapter 4 SPOKEN LANGUAGE   The links between the child's development of spoken language and the child's subsequent development of literacy are becoming increasingly well understood . . . the child's phonological development - the progression in representing in the brain the speech units that make up different words - is now recognized to play a causal role in the acquisition of literacy. Goswami, 2002, p. 111 Introduction The development of spoken language is of primary importance, as one canno -- Chapter 5 HEARING, LISTENING, AND LITERACY   . . . we may say that the amount of speech a child develops depends not so much on the amount of hearing per se as upon the use he is able to make of his hearing for language-learning. Fry, 1966, p. 201 . . . even prior to formal reading instruction, the performance of kindergartners on tests of phonological awareness is a strong predictor of their future reading achievement. Snow, Burns, & Griffin, 1998, p. 54 Introduction In looking at the many stud -- Chapter 6  ISSUES IN CHILD DEVELOPMENT Gina Dow, PhD A baby, although helpless and dependent at the beginning, not only learns to affect the behavior of others in his environment through his signals and communications, but is also biased from the beginning toward the development of abilities that will make him increasingly competent. (Caregiver) responsiveness to signals fosters the development of communication. An infant whose mother's responsiveness helps him to achieve his ends develops confi.

Chapter 7  LEARNING TO READ   . . . learning to read and write begins long before the school years. Snow, Burns, & Griffin, 1998, p. 43   . . . we have to remind ourselves over and over again that reading means the ability to make sense out of the print, not sound out of the print. Fox, 2008, p. 85   The progress of children with implants in the areas of speech perception, speech production, language, and reading has far exceeded the expectations of even the most optimistic. Moog, 2002, p. 138 -- Chapter 8  READING ALOUD WITH CHILDREN   Children who haven't been read to don't expect print to make sense. And if children don't expect sense, they'll find learning to read very difficult. Fox, 2008, p. 97   The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children . . . it is a practice that should continue throughout the grades. Anderson et al., 1985 Introduction Yes, it seems like a leap of faith to read aloud with a -- Chapter 9  LEARNING TO WRITE   First graders . . . are beautifully positioned for writing: They can write all the words they can say. Elbow, 2004, p. 9 Introduction Writing is often regarded as the productive side of reading. People who do not learn to read well also do not write well, as the same processes and skills are involved. Searches of the literature on literacy and children with hearing loss do not turn up many reports concerning their writing achievement. One researcher reported that c.

Chapter 10  CREATING AND USING LANGUAGE EXPERIENCE BOOKS   Listening is the first step and the last step. (Cantus Fraggle) Henson, 2005, p. 17 Introduction This chapter is a practical step-by-step guide to creating and using language experience books (LEBs). I know it can be daunting to read about an approach and then to try to apply it without having a set of directions and a range of examples, and so this chapter is my attempt to provide enough to get you started in using the LEB approach. Tha -- Chapter 11 PROCEEDING THROUGH SCHOOL   . . . learning is the making of meaning. Elbow, 2004, p. 10 Introduction So far, we have been considering the very young child, which is of vital importance, because many school and learning difficulties can be prevented by beginning intervention at the earliest possible time. In fact, the earlier intervention occurs in the form of listening technology and language therapy and education by highly qualified professionals, the greater the possibility - even t -- Chapter 12 PARENT, THERAPISTS, AND TEACHERS WORKING TOGETHER   Don't stop the person from telling you everything that they had planned to tell you. A person in distress wants to pour out his or her heart, even more than they want their case to be won. If you are the one who stops a person who is pleading, that person will say, "Why does he reject my plea?" Of course not all that one pleads for can be granted, but a good hearing soothes the heart. The means for getting a true and clear explanatio.

Chapter 13 ENGLISH LANGUAGE LEARNERS AND BILINGUALISM   Children [with cochlear implants] from a multilingual background were able to achieve similar educational placements and similar rates of progress of speech perception outcome as the only English-speaking children. Children from a multilingual background were able to achieve similar educational placements and similar rates of progress of speech perception outcome as the only English-speaking children. Daya et al., 2000 Introduction The prog -- Chapter 14 MUSIC LEARNING AND SPOKEN LANGUAGE DEVELOPMENT   The ability to focus the mind, or concentrate, is a great asset in any and all activity. Using music as a vehicle for its development from an early age is ingenious. Almost without our realizing it Suzuki [music] training fosters this growth. Stark and Starr, 1983, p. 228   . . . children taking music lessons improved more over the year on general memory skills that are correlated with nonmusical abilities such as literacy, verbal memor -- Chapter 15 ASSESSMENT ISSUES AND APPROACHES   . . . tests are generally very small samples of behavior that we use to make estimates of students' mastery of very large domains of knowledge and skill. Koretz, 2008, p. 9 Introduction When I typed in "assessment," in .22 seconds, Google reported 246,000,000 hits (up from 165,000,000 hits four years ago), demonstrating clearly how increasingly enamored people are with the concept of finding out how well someone is doing or how much someone knows. Us.

Chapter 16 PROMISING LITERACY PRACTICES   . . . time spent reading for pleasure has a stronger impact on increasing reading test scores than time spent on traditional "skill-building" activities, such as vocabulary drill and reading comprehension exercises . . . Cambourne, 2005, p. 1 Introduction It is increasingly common for people in the current national scene in the United States to say that our teachers do not know what they are doing. The media portrayal of U.S. education is highly critical.