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.

Reviews

"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