Based on the authors' model of auditory, speech, and language development, the book provides educators with effective techniques and strategies for working with children in the primary grades.
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Editorial Reviews
Review
"Great for parents, people entering the field of audiology, teaching the deaf, or anyone unfamiliar with hearing loss." (Roberta Agar-Jacobsen, Teacher of the Deaf )
"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible." (Sherilyn Renner, Teacher of the Deaf and Hard of Hearing )
"Real-world examples that reinforce teachings accompany analytical and framework viewpoints, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike." (The Bookwatch, September 2007 )
“Designed to enlighten educators, parents, and professionals serving children with hearing loss. However, the novice is likely to gain immense insight from this text because of its readability and excellent descriptions of language acquisition in a range of situations. The techniques explained are supported by research, and the authors have done a good job of highlighting appropriate interventions to help students succeed.” (PsycCRITIQUES, January 2008, Vol. 53(4) )
"The way the many complexities of speech are discussed, explained, and addressed is very reader-friendly, easy to understand, and accessible." (Sherilyn Renner, Teacher of the Deaf and Hard of Hearing )
"Real-world examples that reinforce teachings accompany analytical and framework viewpoints, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike." (The Bookwatch, September 2007 )
“Designed to enlighten educators, parents, and professionals serving children with hearing loss. However, the novice is likely to gain immense insight from this text because of its readability and excellent descriptions of language acquisition in a range of situations. The techniques explained are supported by research, and the authors have done a good job of highlighting appropriate interventions to help students succeed.” (PsycCRITIQUES, January 2008, Vol. 53(4) )
About the Author
Dr. Susan R. Easterbrooks is a Professor of Deaf Education in the Educational Psychology Department in the College of Education at Georgia State University and has been active in the field of deaf education for over 30 years. Dr. Easterbrooks has been a teacher, clinician, administrator, school psychologist, lecturer, and consultant and has authored numerous articles, chapters, and books on the education of children who are deaf and hard of hearing. She has participated actively on various local, state, and national committees. She currently serves as chair of the committee revising Knowledge and Skills Needed by Teachers of the Deaf and Hard of Hearing for the Division for Communicative Disabilities and Deafness of the Council for Exceptional Children. She participated in the development and revision of guidelines for services to students with hearing loss, published by the National Association of State Directors of Special Education and on the Special Needs committee of the National Board for Professional Teaching Standards. Dr. Easterbrooks resides in Gainesville, Georgia with her husband and son.
Ellen L. Estes is the Coordinator of the Katherine Hamm Center, an auditory-oral program for children with hearing losses at the Atlanta Speech School (www.atlantaspeechschool.org). She has taught children with hearing losses for 30 years. She is a past-Chair of the International Professional Section of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has written articles, conducted workshops, and advised schools throughout the country on many aspects of the language and literacy development of children who are deaf or hard of hearing. She resides in Powder Springs, Georgia with her children and two very bad dogs.
Ellen L. Estes is the Coordinator of the Katherine Hamm Center, an auditory-oral program for children with hearing losses at the Atlanta Speech School (www.atlantaspeechschool.org). She has taught children with hearing losses for 30 years. She is a past-Chair of the International Professional Section of the Alexander Graham Bell Association for the Deaf and Hard of Hearing. She has written articles, conducted workshops, and advised schools throughout the country on many aspects of the language and literacy development of children who are deaf or hard of hearing. She resides in Powder Springs, Georgia with her children and two very bad dogs.
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4 of 6 people found the following review helpful:
5.0 out of 5 stars
Real-world examples reinforcing teachings accompany analytical and framework viewpoints,
By Midwest Book Review (Oregon, WI USA) - See all my reviews
This review is from: Helping Deaf and Hard of Hearing Students to Use Spoken Language: A Guide for Educators and Families (Hardcover)
Susan R. Easterbrooks and Ellen L. Estes' HELPING DEAF AND HARD OF HEARING STUDENTS TO USE SPOKEN LANGUAGE focuses on young children who are learning spoken language and NOT sign language: this focus lends particular value to educators working with both hard of hearing and everyday students in classroom settings, with chapters providing models based on how infants and children learn spoken language. Real-world examples reinforcing teachings accompany analytical and framework viewpoints and conclude with chapter summaries, making this a valuable library reference and text recommended for student teaching classrooms and college-level educator's libraries alike.
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Inside This Book
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Key Phrases - Statistically Improbable Phrases (SIPs):
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auditory brain development, auditory lessons, auditory goals, auditory feedback loop, children with hearing losses, interventions for preschoolers, lipreading cues, children with normal hearing, discourse tracking, brain task, listening age, speech chain, auditory development, assistive listening devices Key Phrases - Capitalized Phrases (CAPs): (learn more)
Essential Practice, Language Development, John Zimmermann, Model of Auditory, James Poulakos, Courtesy of Ellen Estes, Ling Sound Check, Entity Action Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
auditory brain development, auditory lessons, auditory goals, auditory feedback loop, children with hearing losses, interventions for preschoolers, lipreading cues, children with normal hearing, discourse tracking, brain task, listening age, speech chain, auditory development, assistive listening devices Key Phrases - Capitalized Phrases (CAPs): (learn more)
Essential Practice, Language Development, John Zimmermann, Model of Auditory, James Poulakos, Courtesy of Ellen Estes, Ling Sound Check, Entity Action Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Surprise Me!
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