The challenge for any language learner is how to move from beyond the dictionary to the wideness and variation of everyday use. This new, practical and comprehensive text features a colorful range of information and practice elements to stimulate conceptual vocabulary development and application. Joining Fingerspelling in American Sign Language and Numbering in American Sign Language, this third text in the Yellow Book series is perfect for use with beginning to intermediate American Sign Language students.

This Basic ASL Dictionary contains ASL signs for the eight hundred and fifty concepts most frequently used by native speakers of American English. English words for the signs, sometimes called Glosses, are the eight hundred and fifty words in the C. K. Ogden Basic English Word list. These words, extracted from everyday speech by Linguists, are said to be able to do the work of 20,000 English words, when every meaning of each word, or gloss, is considered. Beginning ASL study by learning these signs, most of which are citation signs, can enable a new student to become fluent quickly. Every sign in this dictionary has been examined by at least one member of the Deaf community, and certified to be current, meaningful, clear, and used in the Deaf community. The included signs convey one meaning of the Ogden words clearly, sometimes more than one meaning. Conveying the full power of 20,000 concepts in ASL requires the larger dictionary I’m preparing. I hope to publish the larger dictionary sometime before the year 2012.

Organizes 1,600-plus ASL signs by 40 basic hand shapes rather than in alphabetical word order. This format allows users to search for a sign that they recognize but whose meaning they have forgotten or for the meaning of a new sign they have seen for the first time. The entries include descriptions of how to form each sign to represent the varying terms they might mean. Index of English glosses only. Annotation copyrighted by Book News, Inc., Portland, OR

This book addresses the needs of children of all abilities, from those who use nonlinguistic forms of communication such as objects or body movements to those who use linguistic forms such as sign language or writing.

Most students who are deaf or hard of hearing (DHH) struggle with acquiring literacy skills, some as a direct result of their hearing loss, some because they are receiving insufficient modifications to access the general education curriculum, and some because they have additional learning challenges necessitating significant program modifications. This second edition of Literacy Instruction for Students who are Deaf and Hard of Hearing updates previous findings and describes current, evidence-based practices in teaching literacy to DHH learners. Beal, Dostal, and Easterbrooks provide educators and parents with a process for determining which literacy and language assessments are appropriate for individual DHH learners and whether an instructional practice is supported by evidence or causal factors. They describe the literacy process with an overview of related learning theories, language and literacy assessments, and evidence-based instructional strategies across the National Reading Panel's five areas of literacy instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The volume includes evidence-based writing strategies and case vignettes that highlight application of assessments and instructional strategies within each of these literacy areas. Crucially, it reviews the remaining challenges related to literacy instruction for DHH learners. Educators and parents who provide literacy instruction to DHH learners will benefit from the breadth and depth of literacy content provided in this concise literacy textbook.

Provides illustrated instructions for thousands of vocabulary words in American Sign Language.