Promoting Language and Literacy in Children Who Are Deaf or Hard of Hearing

What are todaya€?s best interventions for supporting language acquisition and literacy for children who are deaf or hard of hearing (D/HH)? This comprehensive textbook-and-DVD set brings the answers to life for tomorrowa€?s speech-language pathologists, audiologists, and educators. The newest addition to the respected Communication and Language Intervention (CLI) series, this important volume enlisted more than a dozen experts to present evidence-based intervention approaches, spanning the critical early years of language development through the complex reading and writing challenges of the school years.

Chapters cover a continuum of available communication approaches—from auditory-focused to visually-focused to simultaneous use of speech and sign—while encouraging the use of individualized interventions to meet each childa€?s needs. To prepare professionals for decades of effective, evidence-based practice, the included video clips demonstrate how to implement assessments and interventions and work successfully with children and families.

CUTTING-EDGE INFORMATION ON

• audiological assessments and technological interventions for children
• principles and practices for family-centered early intervention
• understanding, supporting, and coaching families
• assessments to identify intervention priorities
• Theory of Mind
• auditory-verbal therapy and phonological interventions
• sign language and sign systems
• use of the internet to deliver intervention services
• elements of supportive early education environments
• approaches for optimizing reading and writing skills
• strategies for promoting social and academic success in integrated classrooms
• and much more

Dr. Mary Pat Moeller is the Director of the Center for Childhood Deafness and the Language Development Laboratory at Boys Town National Research Hospital in Omaha, NE. After many years of clinical work in rehabilitative Audiology and early intervention, she obtained a Ph.D. in child language and deafness from the University of Nebraska at Lincoln. Her research interests include mother-child interaction, theory of mind development in children who are deaf and hard of hearing and the study of factors influencing the outcomes of children who are hard of hearing. She directed a team at BTNRH in the development of a website for families whose infants refer from newborn hearing screening(www.babyhearing.org; www.audiciondelbebe). Dr. Moeller has published widely and has lectured internationally on topics related to early development in children who are deaf or hard of hearing.

Dr. David J. Ertmer is a professor in Speech, Language, and Hearing Sciences at Purdue University in West Lafayette, Indiana. He received a B.S. from Marquette University, a M. S. from the University of Wisconsin-Milwaukee, and a Ph.D. from Purdue University. His clinical career includes experiences as a school speech pathologist in Wisconsin and Colorado and as a clinical supervisor at Purdue University. He has regularly taught courses in aural rehabilitation and clinical methods in communication disorders. His NIH-funded research is focused on identifying the rate and completeness of prelinguistic vocal development, phonological development, and the attainment of intelligible speech in young children who receive cochlear implants and children who are typically developing. David has been an associate editor of Language, Speech, and Hearing Services in Schools, an editorial consultant for numerous professional journals, and a reviewer of NIH and international research proposals. Along with numerous journal articles and book chapters, he is the author of The Source for Children with Cochlear Implants (Pro-Ed, Inc., 2005). David and his wife Peg, a professor in Learning Design and Technology at Purdue University, have four adult children and three grandchildren.

Dr. Carol Stoel-Gammon is Professor Emerita in the Department of Speech and Hearing Sciences at the University of Washington, Seattle. She received her doctoral degree in Linguistics from Stanford University, and has taught, mentored and carried out research in the area of phonological development and disorders for many years. Her book Normal and Disordered Phonology in Children, co-authored with Carla Dunn was published in 1985. Her research interests focus on prelinguistic vocal development and early phonological development in children who are typically developing, and speech development of children with autism, cleft palate, Down syndrome, Fragile X, childhood apraxia of speech, children who are deaf or hard-of-hearing, and late talkers. Dr. Stoel-Gammon as served as Associate Editor of the Journal of Speech and Hearing Disorders, the Journal of Speech and Hearing Research, the American Journal of Speech-Language Pathology, and the Journal of Child Language.

Marilyn Sass-Lehrer, Ph.D., is Professor in the Department of Education at Gallaudet University. Dr. Sass-Lehrer received her master's degree in deaf education from New York University and her doctoral degree from the University of Maryland in early childhood education and curriculum and instruction. Dr. Sass-Lehrer is the coordinator of the family-centered early education teacher education specialization in the Department of Education at Gallaudet University, focusing on the preparation of graduate students to work with families with deaf and hard of hearing children from birth through 5 years of age. In 1990, she received the Outstanding Graduate Faculty Member Award from Gallaudet University. Dr. Sass-Lehr