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American Annals of the Deaf

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Deaf Students and the Qualitative Similarity Hypothesis
Understanding Language and Literacy Development

Peter V. Paul, Ye Wang,
and Cheri Williams

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Read chapter one.
Read reviews: Reference & Research Book News, The Midwest Book Review, Journal of Deaf Studies and Deaf Education.

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The Third Volume in the Deaf Education Series

Contents

Preface  vii
   
Acknowledgments    xi
   
1 Introduction to the Qualitative Similarity Hypothesis     1
     
2 English Language Development   26
     
3 English Language Learners   54
     
4 English Literacy Development   79
     
5 Research on Children With Language/Literacy Difficulties 125
     
6 Evidence- and Reason-Based Instructional Strategies 151
     
7 Understanding and Conducting Research on Language and Literacy 188
     
8 From the Past to the Future: Reflections on the QSH 226
     
  Essay 1: The Social Turn in Language and Literacy Research and the Qualitative Similarity Hypothesis: Particularity, Practice, Time, and Part–Whole Relations, David Bloome  
     
  Essay 2: The Promises and Potential Vulnerabilities of the Qualitative Similarity Hypothesis, Kouider Mokhtari and Carla A. Reichard  
     
9 Conclusion: Reflections and Directions 245
   
About the Authors 261
   
Index 263

Peter V. Paul is professor in the School of Teaching and Learning at Ohio State University.

Ye Wang is an associate professor of psychology and education and coordinator of the Education of the Deaf and Hard of Hearing Program at Teachers College, Columbia University.

Cheri Williams is a professor in the School of Education at the University of Cincinnati.

Print Edition: ISBN 978-1-56368-584-2, 7 x 10 casebound, 278 pages, 13 tables, 1 figure

$85.00s

E-Book: ISBN 978-1-56368-585-9

$85.00

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