This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. Focusing on the topic of transforming state-of-the-art research into teaching practices in deaf education, the volume addresses how we can improve outcomes of deaf education through professional development of teachers, the construction and implementation of evidence-based teaching practices, and consideration of "the whole child," thus emphasizing the importance of integrative, interdisciplinary approaches.

PrefaceChapter 1: Sleuthing the 93% Solution in Deaf EducationMarc Marschark and Harry KnoorsPART ONE: Diversity in Deaf LearnersChapter 2: Assessment and Development of Deaf Children with Multiple ChallengesTerrell ClarkChapter 3: Deaf and Hard of Hearing Multilingual Learners: Language Acquisition in a Multilingual WorldKathryn CroweChapter 4: Dialogic Teaching and Translanguaging in Deaf EducationRuth SwanwickPART TWO: Language Development and Language AssessmentChapter 5: Effects of Family Variables on Spoken Language in Children with Cochlear ImplantsIvette Cejas and Alexandra L. QuittnerChapter 6: Spoken Language and Language Impairment in Deaf and Hard-of-Hearing Children: Fostering Classroom Environments for Mainstreamed ChildrenBirgitta Sahl?n, Kristina Hansson, Viveka Lyberg-?hlande, and Jonas Br?nnstr?mChapter 7: The Influence of Signs on Spoken Word Learning by Deaf and Hard-of-Hearing ChildrenLian van Berkel-van HoofChapter 8: Measuring Deaf Learners' Language Progress in SchoolWolfgang MannPART THREE: Literacy and NumeracyChapter 9: Many Ways to Reading Success: New Directions in Fostering Deaf Readers' Reading Comprehension SkillsPaul MillerChapter 10: Reading Development in Deaf Children: The Fundamental Role of Language SkillsFiona KyleChapter 11: Word Identification and the Adolescent Deaf and Hard-of-HearingReader: Going Back to Learning to ReadJessica W. Trussell and M. Christina RiveraChapter 12: Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf or Hard of HearingEvelien van Wingerden, Arjan van Tilborg, and Hans van BalkoumChapter 13: Thinking in Action and BeyondTerezinha NunesChapter 14: Parents Count: Enhancing Early Math Skills of Young Deaf and Hard-of-Hearing Children in the Home EnvironmentLoes Wauters and Evelien DirksPART FOUR: Cognitive and Social-Emotional Dimensions of LearningChapter 15: Implications of Cross-Modal and Intra-Modal Plasticity for the Education and Rehabilitation of Deaf Children and AdultsBenedetta Heimler, Francesco Pavani, and Amir AmediChapter 16: Neurocognitive Functioning in Deaf Children with Cochlear ImplantsWilliam G. Kronenberger and David B. PisoniChapter 17: Embodied Cognition in Prelingually Deaf Children with Cochlear Implants: Preliminary FindingsIrina Castellanos, Chen Yu, David B. Pisoni, and Derek M. HoustonChapter 18: The Development of Young Deaf and Hard-of-Hearing Children: A Closer Look at the Influence of the Caregiving EnvironmentEvelien DirksChapter 19: Psychosocial Development of Hard-of-Hearing Preschool Children:Implications for Early InterventionNina Jakhelln LaugenChapter 20: Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory of Mind PerspectiveConstance Vissers and Daan HermansChapter 21: Mental Health and Psychosocial Well-being in Deaf and Hard-of-Hearing StudentsJesper DammeyerChapter 22: Assessment of Pragmatic Abilities among Deaf and Hard-of-Hearing Learners in Relation to Social SkillsAnat Zaidman-Zait and Tova MostPART FIVE: Learning, Context, and TechnologyChapter 23: Revisiting Curricula for Deaf Students: A Norwegian PerspectiveStein Erik OlnaChapter 24: Importance of Technology for Education of Deaf StudentsMichael StinsonChapter 25: Online Learning and Deaf Students: Accessible by DesignStephanie Cawthon and Jessica I. MitchellChapter 26: Mind the Gap! The Need for Constructing and Implementing Teaching Practices Informed by Research EvidenceHarry Knoors, Annet de Klerk, and Marc Marschark