The Oxford Handbook of Deaf Studies, Language, and Education, Vol. 2: (Oxford Library of Psychology)

The field of deaf studies, language, and education has grown dramatically over the past forty years. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the the mapping of brain function in deaf individuals, research across a range of disciplines has greatly expanded not just our knowledge of deafness and the deaf, but also the very origins of language, social interaction, and thinking. In this updated edition of the landmark original volume, a range of international experts present a comprehensive overview of the field of deaf studies, language, and education. Written for students, practitioners, and researchers, The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, is a uniquely ambitious work that has altered both the theoretical and applied landscapes. Pairing practical information with detailed analyses of what works, why, and for whom-all while banishing the paternalism that once dogged the field-this first of two volumes features specially-commissioned, updated essays on topics including: language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with deaf and hard-of-hearing individuals. The range of these topics shows the current state of research and identifies the opportunites and challenges that lie ahead. Combining historical background, research, and strategies for teaching and service provision, the two-volume Oxford Handbook of Deaf Studies, Language, and Education stands as the benchmark reference work in the field of deaf studies.

Table of Contents:
Introduction Patricia Elizabeth Spencer and Marc Marschark Part One: Educational Issues 1. Perspectives on the History of Deaf Education Harry G. Lang 2. Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Students Ross E. Mitchell and Michael A. Karchmer 3. Curriculum: Cultural and Communicative Contexts Des Power and Greg Leigh 4. Educational Consequences of Alternative School Placements Michael S. Stinson and Thomas N. Kluwin 5. Early Intervention: Birth to Three Marilyn Sass-Lehrer 6. Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needs Harry Knoors and Mathijs P. J. Vervloed Part Two: Literacy and Literacy Education 7. Processes and Components of Reading Beverly J. Trezek, Ye Wang, and Peter V. Paul 8. Approaches to Reading Instruction Barbara R. Schirmer and Cheri Williams 9. Writing: Characteristics, Instruction, and Assessment John A. Albertini and Sara Schley 10. Bilingualism and Literacy Connie Mayer and C. Tane Akamatsu Part Three: Cultural, Social, and Psychological Issues 11. Deaf Communities Bencie Woll and Paddy Ladd 12. Peer Interactions of Deaf and Hard-of-Hearing Children Shirin D. Antia, Kathryn H. Kreimeyer, Kelly K. Metz, and Sonya Spolsky 13. Social and Emotional Development of Deaf Children: Family, School, and Program Effects Rosemary Calderon and Mark T. Greenberg 14. Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infants Meg Traci and Lynne Sanford Koester 15. Mental Health and Deaf Adults Irene W. Leigh and Robert Q Pollard, Jr. Part Four: Language and Language Development 16. The Development of American Sign Language and Manually Coded English Systems Brenda Schick 17. Development of Spoken Language by Deaf Children Peter J. Blamey and Julia Z. Sarant 18. Expressing Meaning: From Prelinguistic Communication to Building Vocabulary Amy R. Lederberg and Jennifer S. Beal-Alvarez 19. The Role of Cued Speech in Language Development of Deaf Children Jacqueline Leybaert, Mario Aparicio, and Jésus Alegria 20. Formal and Informal Approaches to the Language Assessment of Deaf Children Janet R. Jamieson and Noreen R. Simmons 21. Assessing Children's Proficiency in Natural Signed Languages Jenny L. Singleton and Samuel J. Supalla Part Five: Signed Languages 22. Origins of Sign Languages David F. Armstrong and Sherman Wilcox 23. Sign Language Structures Susan D. Fischer and Harry van der Hulst 24. Modality and the Structure of Language: Sign Languages versus Signed Systems Ronnie B. Wilbur 25. Interpreters and Interpreter Education Christine Monikowski and Elizabeth A. Winston 26. The Neural Systems Underlying Sign Language Karen Emmorey Part Six: Hearing and Speech Perception 27. Speech Perception and Spoken Word Recognition Lynne E. Bernstein and Edward T. Auer, Jr. 28. Advances in the Genetics of Deafness Kathleen S. Arnos and Arti Pandya 29. Technologies for Communication: Status and Trends Judith E. Harkins and Matthew Bakke 30. Screening and Assessment of Hearing Loss in Infants Barbara Cone 31. Cochlear Implants: Advances, Issues, and Implications Patricia Elizabeth Spencer, Linda J. Spencer, and Marc Marschark Part Seven: Cognitive Correlates and Consequences of Deafness 32. Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issues Susan J. Maller and Jeffrey Braden 33. Cognitive Functioning in Deaf Adults and Children Marc Marschark and Loes Wauters 34. Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individuals Jerker Rönnberg Part Eight: Conclusions and Future Directions 35. Epilogue: What We Know, What We Don't Know, and What We Should Know Marc Marschark and Patricia Elizabeth Spencer Author Index Subject Index

About the Author :
Marc Marschark, Ph.D., directs the Center for Education Research Partnerships at the National Technical Institute for the Deaf, a college of Rochester Institute of Technology, where he founded and edits the Journal of Deaf Studies and Deaf Education. He has joint appointments at the Moray School of Education at the University of Edinburgh and the School of Psychology at the University of Aberdeen. Patricia Elizabeth Spencer, Ph.D., was a public school teacher and science textbook editor before joining Gallaudet University and serving as a diagnostic-prescriptive classroom teacher, assessment center administrator, research scientist, and Professor in the Department of Social Work. After retiring from Gallaudet, she has taught at Texas A&M-Corpus Christi, worked with an after-school program for children at-risk for academic difficulties, and remains active as a writer and speaker in the field of education and development of deaf and hard-of-hearing children.

Review :
"A visit to bookshelves in search of material relating to deaf studies can often be disappointing. Marschark and Spencer have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studies. This work may well stand for years as essential reading in the study of deaf education." Choice "Over the course of the past 40 years, no other deaf studies publication has offered a more comprehensive and authoritative perspective of the social, psychological, linguistic, and pragmatic aspects of deafness." Robert R. Davila National Technical Institute of the Deaf "A major resource and reference manual for the field of deaf studies and deaf education. There is quite simply nothing comparable." Karen Emmorey Laboratory for Language and Cognitive Neuroscience, San Diego State University