Cover image for Oxford handbook of deaf studies, language, and education
Oxford handbook of deaf studies, language, and education
Marschark, Marc.
Publication Information:
Oxford ; New York : Oxford University Press, [2003]

Physical Description:
xvi, 505 pages : illustrations ; 26 cm
Perspectives on the history of deaf education / Harry G. Lang -- Demographic and achievement characteristics of deaf and hard-of-hearing students / Michael A. Karchmer, Ross E. Mitchell -- Curriculum : cultural and communicative contexts / Des Power, Gregory R. Leigh -- Educational consequences of alternative school placements / Michael S. Stinson, Thomas N. Kluwin -- Early intervention : current approaches to family-centered programming / Marilyn Sass-Lehrer, Barbara Bodner-Johnson -- Educational programming for deaf children with multiple disabilities : accommodating special needs / Harry Knoors, Mathijs P.J. Vervloed -- Processes and components of reading / Peter V. Paul -- Approaches to teaching reading / Barbara R. Schirmer, Cheri Williams -- Writing : characteristics, instruction, and assessment / John A. Albertini, Sara Schley -- Bilingualism and literacy / Connie Mayer, C. Tane Akamatsu -- Deaf communities / Bencie Woll, Paddy Ladd -- Peer interaction of deaf and hard-of-hearing children / Shirin D. Antia, Kathryn H. Kriemeyer -- Social and emotional development of deaf children : family, school, and program effects / Rosemary Calderon, Mark T. Greenberg -- Parent-infant interactions : a transactional approach to understanding the development of deaf infants / Meg Traci, Lynne Sanford Koester -- Mental health and deaf adults / Irene W. Leigh, Robert Q. Pollard, Jr. -- The development of American Sign Language and manually coded English systems / Brenda Schick -- Development of spoken language by deaf children / Peter J. Blamey -- Expressing meaning : from communicative intent to building a lexicon / Amy R. Lederberg -- The role of cued speech in language development of deaf children / Jacqueline Leybaert, Jesus Alegria -- Formal and informal approaches to the language assessment of deaf children / Janet R. Jamieson -- Assessing children's proficiency in natural signed languages / Jenny L. Singleton and Samuel J. Supalla -- Origins of sign languages / David F. Armstrong, Sherman Wilcox -- Sign language structures / Susan D. Fischer, Harry van der Hulst -- Modality and the structure of language : sign languages versus signed systems / Ronnie B. Wilbur -- Interpreters and interpreter education / Christine Monikowski, Elizabeth A. Winston -- The neural systems underlying sign language / Karen Emmorey -- Speech perception and spoken word recognition / Lynne E. Bernstein, Edward T. Auer, Jr. -- Advances in the genetics of deafness / Kathleen S. Arnos, Arti Pandya -- Technologies for communication : status and trends / Judith E. Harkins, Matthew Bakke -- Screening and assessment of hearing loss in infants / Barbara Cone-Wesson -- Cochlear implants : issues and implications / Patricia Elizabeth Spencer, Marc Marschark -- Intellectual assessment of deaf people : a critical review of core concepts and issues / Susan J. Maller -- Cognitive functioning in deaf adults and children / Marc Marschark -- Working memory, neuroscience, and language : evidence from deaf and hard-of-hearing individuals / Jerker Ronnberg -- Epilogue : what we know, what we don't know, and what we should know / Marc Marschark, Patricia Elizabeth Spencer.
Reading Level:
1360 Lexile.
Format :


Call Number
Material Type
Home Location
Item Holds
HV2380 .O88 2003 Adult Non-Fiction Non-Fiction Area-Reference

On Order



In Plato's cratylus, which dates to 360 B.C., Socrates alludes to the use of signs by deaf people. In his Natural History, completed in 79 A.D., Pliny the Elder alludes to Quintus Pedius, the deaf son of a Roman consul, who had to seek permission from Caesar Augustus to pursue his training asan artist. During the Renaissance, scores of deaf people achieved fame throughout Europe, and by the middle of the 17th century the talents and communication systems of deaf people were being studied by a variety of noted scientists and philosophers. However, the role of deaf people in society hasalways been hotly debated: could they be educated? Should they be educated? If so, how? How does Deaf culture exist within larger communities? What do advances in the technology and the genetics of hearing loss portend for Deaf communities? In this landmark volume, a wide range of international experts present a comprehensive and accessible overview of the diverse field of deaf studies, language, and education. Pairing practical information with detailed analyses of what works, why, and for whom, and banishing the paternalism onceintrinsic to the field, the handbook consists of specially commissioned essays on topics such as language and language development, hearing and speech perception, education, literacy, cognition, and the complex cultural, social, and psychological issues associated with individuals who are deaf orhard of hearing. Through careful planning, collaboration, and editing, the various topics are interwoven in a manner that allows the reader to understand the current status of research in the field and recognize the opportunities and challenges that lie ahead, providing the most comprehensivereference resource on deaf issues. Written to be accessible to students and practitioners as well as researchers, The Oxford Handbook of Deaf Studies, Language, and Education is a uniquely ambitious work that will alter both theoretical and applied landscapes. It surveys a field that has grown dramatically over the past 40 years,since sign languages were first recognized by scientists to be true languages. From work on the linguistics of sign language and parent-child interactions to analyses of school placement and the mapping of brain function in deaf individuals, research across a wide range of disciplines has greatlyexpanded not just our knowledge of deafness and the deaf, but of the very origins of language, social interaction, and thinking. Bringing together historical information, research, and strategies for teaching and service provision, Marc Marschark and Patricia Elizabeth Spencer have given us what iscertain to become the benchmark reference in the field.

Author Notes

Marc Marschark, Professor at the National Technical Institute of the Deaf at Rochester Institute of Technology; and Honorary Professor of Psychology, University of Aberdeen. Patricia Elizabeth Spencer, Research Professor in the Department of Social Work, Gallaudet University.

Reviews 1

Choice Review

A visit to bookshelves in search of material relating to deaf studies can often be disappointing. Usually one finds only a limited selection of books relating to "how to learn sign language" or academic treatises that are narrow in scope and not intended for general audiences. Marschark (Univ. of Aberdeen) and Spencer (Gallaudet Univ.) have now delivered a long overdue and much-needed comprehensive review of the current state of deaf studies. The editors present readers with a splendid collection of works by various contributors that touch on the history of deaf education and link to current research and understandings. In so doing, their book will appeal to general readers newly introduced to the subject, yet, by examining areas such as genetics and advances in technology, it will also appeal to those individuals more immersed in the subject. This work may well stand for years as essential reading in the study of deaf education. ^BSumming Up: Essential. All libraries. J. A. LeClair SUNY Oswego

Table of Contents

Patricia Elizabeth Spencer and Marc MarscharkHarry G. LangMichael A. Karchmer and Ross E. MitchellDes Power and Gregory R. LeighMichael S. Stinson and Thomas N. KluwinMarilyn Sass-Lehrer and Barbara Bodner-JohnsonHarry Knoors and Mathijs P. J. VervloedPeter V. PaulBarbara R. Schirmer and Cheri WilliamsJohn A. Albertini and Sara SchleyConnie Mayer and C. Tane AkamatsuBencie Woll and Paddy LaddShirin D. Antia and Kathryn H. KriemeyerRosemary Calderon and Mark T. GreenbergMeg Traci and Lynne Sanford KoesterIrene W. Leigh and Robert Q. Pollard, Jr.Brenda SchickPeter J. BlameyAmy R. LederbergJacqueline Leybaert and Jesus AlegriaJanet R. JamiesonJenny L. Singleton and Samuel J. SupallaDavid F. Armstrong and Sherman WilcoxSusan D. Fischer and Harry van der HulstRonnie B. WilburChristine Monikowski and Elizabeth A. WinstonKaren EmmoreyLynne E. Bernstein and Edward T. Auer, Jr.Kathleen S. Arnos and Arti PandyaJudith E. Harkins and Matthew BakkeBarbara Cone-WessonPatricia Elizabeth Spencer and Marc MarscharkSusan J. MallerMarc MarscharkJerker RonnbergMarc Marschark and Patricia Elizabeth Spencer
Contributorsp. xiii
Introductionp. 3
I Educational Issues
1 Perspectives on the History of Deaf Educationp. 9
2 Demographic and Achievement Characteristics of Deaf and Hard-of-Hearing Studentsp. 21
3 Curriculum: Cultural and Communicative Contextsp. 38
4 Educational Consequences of Alternative School Placementsp. 52
5 Early Intervention: Current Approaches to Family-Centered Programmingp. 65
6 Educational Programming for Deaf Children with Multiple Disabilities: Accommodating Special Needsp. 82
II Literacy and Literacy Education
7 Processes and Components of Readingp. 97
8 Approaches to Teaching Readingp. 110
9 Writing: Characteristics, Instruction, and Assessmentp. 123
10 Bilingualism and Literacyp. 136
III Cultural, Social, and Psychological Issues
11 Deaf Communitiesp. 151
12 Peer Interactions of Deaf and Hard-of-Hearing Childrenp. 164
13 Social and Emotional Development of Deaf Children: Family, School, and Program Effectsp. 177
14 Parent-Infant Interactions: A Transactional Approach to Understanding the Development of Deaf Infantsp. 190
15 Mental Health and Deaf Adultsp. 203
IV Language and Language Development
16 The Development of American Sign Language and Manually Coded English Systemsp. 219
17 Development of Spoken Language by Deaf Childrenp. 232
18 Expressing Meaning: From Communicative Intent to Building a Lexiconp. 247
19 The Role of Cued Speech in Language Development of Deaf Childrenp. 261
20 Formal and Informal Approaches to the Language Assessment of Deaf Childrenp. 275
21 Assessing Children's Proficiency in Natural Signed Languagesp. 289
V Signed Languages
22 Origins of Sign Languagesp. 305
23 Sign Language Structuresp. 319
24 Modality and The Structure of Language: Sign Languages Versus Signed Systemsp. 332
25 Interpreters and Interpreter Educationp. 347
26 The Neural Systems Underlying Sign Languagep. 361
VI Hearing and Speech Perception
27 Speech Perception and Spoken Word Recognitionp. 379
28 Advances in the Genetics of Deafnessp. 392
29 Technologies for Communication: Status and Trendsp. 406
30 Screening and Assessment of Hearing Loss in Infantsp. 420
31 Cochlear Implants: Issues and Implicationsp. 434
VII Cognitive Correlates and Consequences of Deafness
32 Intellectual Assessment of Deaf People: A Critical Review of Core Concepts and Issuesp. 451
33 Cognitive Functioning in Deaf Adults and Childrenp. 464
34 Working Memory, Neuroscience, and Language: Evidence from Deaf and Hard-of-Hearing Individualsp. 478
Epilogue--What We Know, What We Don't Know, and What We Should Knowp. 491
Author Indexp. 495
Subject Indexp. 497