On the Shelf at CCBC Libraries
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Ears, Eyes, and Hands - Reflections on Language, Literarcy, and Linguistics by Ears, Eyes, and Hands presents the author's reflections on language, literacy, and linguistics that have been shaped by her deafness and by her work as an educator. In short, engaging narratives, Deborah L. Wolter exposes deeply entrenched attitudes and stereotypes regarding language, bringing to bear her own experiences as a deaf person as well as her interactions with children from varying backgrounds. Wolter reveals and rectifies the impact of deficit mindsets in the educational system regarding race, ethnicity, economic status, gender, and disability. As a literacy specialist, she works with students who fall through the cracks in a system that strives to embrace the diverse backgrounds and abilities found in the classroom. Her passion for engaging students and cultivating literacy shines in the stories she tells, which serve as parables that allow readers to evaluate their own attitudes and assumptions. Educators, parents, and community members will benefit from Wolter's examination of sociolinguistics and language privilege as she identifies how ethnocentrism and ableism are contributing to negative educational outcomes for some students. With humor and warmth, she offers a path toward approaching language and listening as a gateway to connection and understanding, both inside the classroom and beyond.Call Number: LC151 .W655 2018 -
Language at the Speed of Sight by Over half of our children read at a basic level and few become highly proficient. Many American children and adults are not functionally literate, with serious consequences. Poor readers are more likely to drop out of the educational system and as adults are unable to fully participate in the workforce, adequately manage their own health care, or advance their children's education. In this book, cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds. Both an expert look at our relationship with the written word and a rousing call to action, Language at the Speed of Sight is essential for parents, educators, policy makers, and all others who want to understand why so many fail to read, and how to change that.Call Number: LB2395.3 .S44 2017 -
Childhood Speech and Language Disorders by Communication is one of lifes most fundamental joys, yet one often taken for granted until it is lost or fails to develop. Yet for millions of children each year, the skills that encompass communication stall or do not emerge at all. Even a mild disorder or temporary interruption in development can have long-term effects and results in serious and far-reaching deficits that touch every aspect of a childs life. Each year, millions of children and their families join the ranks of those who are navigating a life they never expected, and frequently feel they are unable to take on. While it is critical to address the childs deficits with supports and specific interventions, it is equally important to directly address the impact on the family, from the marital relationship to the well-being of siblings. With a warm and compassionate approach, Suzanne Ducharme provides parents with comprehensive information about speech and language development and the intervention process, but also delves deeply into the fears, concerns, and questions that every parent faces when something goes wrong. She provides families with information and resources, but also support and perspective. Using real stories throughout, Ducharme is able to illustrate the range of difficulties, challenges, and triumphs of families who love and support children with speech and language issues.Call Number: RJ496.S7 D83 2016 -
First Words by This book gives parents the information they need to allow them to stimulate their child's speech and language. Parents are given actual samples of how children with autism and other language delays respond differently to questions and how their responses can be redirected in order to start building connections. Offenbacher explains terms such as speech and language, typical language delay, PDD- Pervasive Developmental Delay, ASD-Autism Spectrum Disorder, Aspergers Syndrome, and ABA- Applied Behavioral Analysis. The book outlines the typical developmental steps of speech and language acquisition, and where parents should begin when starting to help their child. It suggests the types of toys, and experiences that stimulate language, as well as a floor plan to arrange a work area and learning center in their home. It provides check lists for them to evaluate their child every step of the way and set meaningful and attainable goals. This book is not meant to replace professional intervention. But it guides parents in becoming a para-speech partner in maximizing the stimulation their child receives so they develop skills for communicating.Call Number: RJ496.S7 O34 2013 -
A Think-Aloud and Talk-Aloud Approach to Building Language by Call Number: LB1139.L3 F48 2013
Other Useful Guides
Streaming Videos
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Speech and language strategies
Teacher Liz Curry and speech therapist Jenny Barrett at Carden Primary School's Speech and Language Centre demonstrate the key strategies used at the centre to enable children with severe speech and language difficulties to successfully return to mainstream schooling.Fundamental to their visual approach is the use of Makaton symbols and signs, including British Sign Language, cued articulation, teaching core vocabulary, concepts and memory skills. This programme observes the powerful impact these strategies have on children's ability to comprehend and communicate confidently. -
Supporting Language Development
At Mary Hare School for the Deaf in Berkshire, teaching assistants are playing a leading role in delivering language strategies and CPD across the year groups. This film highlights the contribution of three of the school's TAs .For many deaf children, literacy is a big barrier to accessing a full curriculum. In response, the school has introduced Language Enrichment Groups (LEGS) to provide focused support for pupils identified with a severe language delay. Liesl Britten is the LEGS TA for Year 10. As part of her role in the classroom, Liesl models new learning techniques for pupils and for the teacher. Lesley White specialises in dyslexia, and works closely with head of geography Robin Askew, helping modify language and resources for the range of abilities in his Year 9 group. Ex-pupil Sophie Gilmour works with pupils with an additional language delay in Year 8. Being profoundly deaf herself, she is able to empathize with the pupils and is an invaluable role model.
Databases
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Academic Search PremierArticles on any subject. This is a good place to start.
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Education JournalsArticles on primary, secondary, and higher education, special education, home schooling, and adult education.
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Education SourceArticles on early childhood, primary, secondary, and higher education, and multilingual education, and health education.
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ProQuest CentralArticles on any subject. This is a good place to start.
Websites
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Project Ideal
This website is part of a teacher preparation program intended to better prepare teachers to work with students with disabilities. Project IDEAL (Informing and Designing Education For All Learners) was made possible by the Texas Council for Developmental Disabilities (TCDD). -
Center for Disease Control: Language and Speech Disorders
As the nation's health protection agency, CDC saves lives and protects people from health threats. To accomplish our mission, CDC conducts critical science and provides health information that protects our nation against expensive and dangerous health threats, and responds when these arise. -
American Speech Language Hearing AssociationThe American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 211,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students.
Online from CCBC Libraries
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Healthy Development in Young Children by This book shows experienced educators and mental health practitioners who work with young children (25 years of age) how to implement programs and interventions based on the latest scientific research in day care centers, preschools, special education settings, and kindergartens. Every year brings new research studies that aim to describe early childhood development. Despite this boom in research, there has been little useful translation of these studies into clear recommendations for educators and mental health practitioners. Chapters in this volume offer guidelines on child assessment across five key areas of development--cognitive, language, behavioral and social-emotional functioning, adaptive behavior, and motor skills. Contributors describe interventions to help children meet ageappropriate expectations regarding cognitive and emotional maturity, and other key developmental tasks including numerical understanding, early literacy programs; and play. Other chapters discuss broad policies and legal issues impacting early education. Special attention is given to interventions for preschoolers with developmental disabilities, and the unique needs of children who are culturally and linguistically diverse. Psychologists, speechlanguage pathologists, social workers, and teachers will find a wealth of information in this comprehensive, practical volume.Publication Date: 2020-06-15 -
Assistive Technology by Publication Date: 2011-10-06 -
Developmental Language Disorders by For clinicians and students in speech-language pathology, this book presents the current knowledge base, neurological development (prenatal, through childhood, to young adulthood), neuroimaging techniques, research on the neurological basis of developmental language disorders, autism, reading (dyslexia), and genetic conditions associated with mental retardation.Publication Date: 2009-06-01 -
Hispanic Child Languages by This book contains 12 papers contributed by leading scholars in the field of language development, studying variants of the languages which originated on the Iberian peninsula. The contributors examine language development in both typically-developing and language-impaired populations who are learning language in diverse learning conditions, including language contact, as well as monolingual and bilingual Spanish, Catalan, Galician and Euskera. This expansion and diversification of the database for studying language development is important because it creates new opportunities for testing .Publication Date: 2009-10-22 -
Language Disabilities in Cultural and Linguistic Diversity by ntends to take a critical perspective on traditional bio-cognitive-social approaches to language disabilities - specific language impairment, communication difficulties, dyslexia and deafness. This book is suitable for students, professionals and policy makers in education and health.Publication Date: 2009-04-15 -
Language and Reading Disabilities by Publication Date: 2004-11-09
