The Oxford Handbook of Deaf Studies in Literacy

The Oxford Handbook of Deaf Studies in Literacy brings together state-of-the-art research on literacy learning among deaf and hard of hearing learners (DHH). With contributions from experts in the field, this volume covers topics such as the importance of language and cognition, phonological or orthographic awareness, morphosyntactic and vocabulary understanding, reading comprehension and classroom engagement, written language, and learning among challenged populations. Avoiding sweeping generalizations about DHH readers that overlook varied experiences, this volume takes a nuanced approach, providing readers with the research to help DHH students gain competence in reading comprehension.

Susan R. Easterbrooks is Emerita Professor in the Deaf Education program at Georgia State University and co-director of the Center on Literacy and Deafness. Her interests include language and literacy acquisition of deaf and hard of hearing learners and current research focuses on reading fluency in DHH learners. Hannah M. Dostal is Associate Professor of Reading Education in the Department of Curriculum and Instruction and a Researcher in the Social Justice and Equity Research Cluster at the University of Connecticut. Dr. Dostal is a certified reading specialist and holds a Ph.D. in Education with a concentration in literacy studies and Deafness from the University of Tennessee.

Preface Introduction
1. Deaf Studies in Literacy: Where is the Compass Pointing Us? Susan Easterbrooks and Hannah Dostal
Fundamentals of Literacy and Deafness
2. Literacy Attainment among Children who are Deaf or Hard of Hearing: The Past, the Present and the Future Margaret Harris and Emmanouela Terlektsi
3. This is Your Brain on Print: The Neurological Processes of Print Literacy Jonathan Henner and Erica Bergmann
4. Listening, Language, and Literacy Development in Children with Hearing Loss Learning Spoken Language Lyn Robertson
5. Prevailing Theories of Reading Development and Deafness Carol Connor and Jamie Greenberg
6. What is Malleable in Literacy Learning? Jennifer Lubke, Anne McGill-Franzen, and Natalia Ward
Elements of Literacy
7. Written Word Recognition and Production Processes: Phonology, Morphology, and Orthography Daniel Daigle and Rachel Berthiaume
8. Vocabulary Acquisition and Literacy in Deaf and Hard-of-Hearing Learners Shirin Antia and Christina Rivera
9. Bimodal Word Learning by Deaf and Hard-of-Hearing Children Daan Hermans, Lian van Berkel-van Hoof and Harry Knoors
10. Connections, Research, and Recommendations for the Importance of Morphosyntax in Literacy Acquisition across Languages for Learners who are Deaf or Hard of Hearing Joanna Cannon and Jessica Trussell
11. Reading and Academic Language(s): Advanced Academic Literacy Skills Jessica Scott and Scott Cohen
12. The Interplay between Pragmatics and Reading Comprehension in Children who are Deaf or Hard of Hearing Louise Paatsch and Diane Toe
13. Reading Comprehension: A Comparison of Typically Hearing (TH) and Deaf or Hard-of- Hearing (DHH) Children Susan Sullivan, Jane Oakhill, Barbara Arfe`, and Nadina Gomez-Merino
14. The Role of Fluency in the Literacy Acquisition of Deaf and Hard-of-Hearing Learners Susan Easterbrooks and Paula Schwanenflugel
15. Supporting School Readiness Skills and Home Literacy Environments in Young Children who are Deaf and Hard of Hearing Loes Wauters, Jean DesJardin, and Evelien Dirks Assessments, Interventions and Instruction
16. Psychoeducational Assessment, Classroom Testing, and the Measurement of Literacy in Deaf and Hard-of-Hearing Learners Donna Morere
17. Language Assessment: Links to Literacy for Bilingual Learners Charlotte Enns and Lynn McQuarrie
18. The Role of Speechreading in Literacy Acquisition and Development of Deaf and Hard-of-Hearing Readers Fiona Kyle
19. Literacy and Academic Engagement in Learners who are Deaf and Hard of Hearing Jennifer Catalano
20. Phonologically Based Interventions in Spoken Language and Sign Bilingual Settings Beverly Trezek, Connie Mayer and Ye Wang
21. Spelling: Why Explicit Instruction is a Critical Component of Literacy Intervention for Children Who Are Deaf or Hard of Hearing Heather Grantham
22. The Writing Bridge: Investigating Reading and Writing Reciprocity Hannah Dostal and Steve Graham
23. Literacy Skills of Deaf College Students: Has Elvis Already Left the Building? Marc Marschark and Mark Rosica
24. Adult Reading Strategies: Visual-Spatial Conceptualization and Patterns of Thought Julia Silvestri and Hannah Ehrenberg
Approaches to Teaching Unique Learners
25. Literacy in Emerging Sign Language Communities: The Impact of Social, Political, and Educational Resources Deanna Gagne and Marie Coppola
26. Alternative Routes toward Literacy for Individuals with Deafblindness: The Role of Assistive Technology Vassilios Argyropoulos, Magda Nikolaraizi and Maria Papazafiri
27. Literacy in Learners who are Deaf or Hard of Hearing with Disabilities Susan Bruce and Christy Borders
Research Designs for Literacy
28. The Development and Evaluation of Literacy Interventions for Deaf and Hard-of-Hearing Children Hannah Dostal and Amy Lederberg
29. Bridging the Divide between Research and Practice: Recommendations for the Next Generation of Literacy Research in Deaf Education Stephanie Cawthon and Susan Easterbrooks
30. A Didactic Illustration of Longitudinal Analysis for Language and Literacy Research among Individuals who are Deaf or Hard of Hearing Lee Branum-Martin
Closing Thoughts
31. Deaf Studies in Literacy: Progress by Degrees? Hannah Dostal and Susan Easterbrooks