Literate Thought: Understanding Comprehension and Literacy. Cet article n’est pas disponible.Literate Thought: Understanding Comprehension and Literacy

Literate Thought: Understanding Comprehension and Literacy introduces students and professionals to the multifaceted concept of literate thought and related complex concepts such as language, literacy, cognition, and comprehension, as well as other areas such as the new and multiple literacies, psychological or disciplinary models, and critico-creative thinking. Literate Thought: Understanding Comprehension and Literacy details the various aspects of a model or theory of literate thought with examples to enhance understanding of the concept. This incisive text provides an overview of literate thought and emphasizes the necessity to develop literate thought in individuals from a multiple perspective, not just from print literacy only. With alternative and additional options for developing literate thought, the possibility to improve levels of thinking in everyone, including children with disabilities and those learning English as a second language, may be increased. This ground-breaking text provides meaningful application in practice for speech-language pathology, special education, psychology, and reading and literacy professionals.

Peter V. Paul, PhD, is a Professor in the School of Teaching and Learning in the College of Education & Human Ecology at the Ohio State University.' One of his major responsibilities is teacher education for individuals interested in the education of d/Deaf or hard of hearing students. Dr. Paul's research interests involve the areas of vocabulary, language, and literacy.' He has published extensively on language and literacy development.' His scholarly texts include Education and Deafness (1990), Toward a Psychology of Deafness (1993), Literacy and Deafness (1998), Language and Deafness (2009, 4th ed.), Reading and Deafness (2010; with B. Trezek and Y. Wang), and Hearing and Deafness (2011).' Dr. Paul has conducted workshops for educators and parents on an international, national, state, and local level on topics in literacy and literate thought.' He is the current Editor of the American Annals of the Deaf (established in 1847), the oldest professional journal in the field of deafness.' Dr. Paul has received the College of Education Senior Research Award (2000) and the Richard and Laura Kretschmer National Leadership Award in Hearing Impairment (2010).'''

Ye Wang, PhD, is an Associate Professor in the Department of Health and Behavior Studies at Teachers College, Columbia University. Dr. Wang is a teacher educator preparing teachers of the deaf and hard of hearing students as well as a researcher. Dr. Wang's primary research interest is the language and literacy development of students who are deaf or hard of hearing. Her other research and scholarly interests include multiple literacies, technology and literacy instruction, inclusive education, research methodology, and early childhood education. She has numerous scholarly publications including books, chapters and peer-reviewed academic journal articles. Dr. Wang has been active as guest reviewer for several journals and has been guest editor of a special issue for the American Annals of the Deaf.