WorldCat Identities

Marschark, Marc

Works: 107 works in 431 publications in 3 languages and 20,069 library holdings
Genres: Handbooks, manuals, etc 
Roles: Author, Editor, Redactor, Other, Contributor
Classifications: HV2391, 371.912
Publication Timeline
Most widely held works by Marc Marschark
Raising and educating a deaf child by Marc Marschark( Book )

49 editions published between 1996 and 2009 in English and Undetermined and held by 1,454 WorldCat member libraries worldwide

In Raising and Educating a Deaf Child, Marc Marschark offers parents and teachers a readable and comprehensive summary including everything a parent would want to know about growing up deaf. Parents of a deaf child, like the parents of any child, want to know the answers to some apparently straightforward questions, such as "What kind of school will provide my child with the best education?" "What language experience is best for my child, sign or speech?" "Will my child be able to get a good job?" Marschark addresses these questions and more, with topics ranging from what it means to be deaf and the uniqueness of Deaf culture to the medical causes of early hearing loss, from technological aids for the deaf such as TTYs and cochlear implants to the educational and social opportunities available to deaf children. He describes the many ways that the environment of home and school can influence a deaf child's chances for success in both academic and social circles. Above all, he emphasizes the need for early detection of hearing loss and the importance of being able to communicate with deaf children from a very early age, recommending that parents of deaf children learn sign language and use it often. This is not a "how to" book or one with all the "right" answers for raising a deaf child. This is a guide through the many conflicting suggestions and programs for raising deaf children, as well as the likely implications of taking one direction or the other
How deaf children learn : what parents and teachers need to know by Marc Marschark( Book )

10 editions published in 2012 in English and Undetermined and held by 959 WorldCat member libraries worldwide

How can parents and teachers most effectively support the language development and academic success of deaf and hard-of-hearing children? Will using sign language interfere with learning spoken language. In this book the authors highlight important new advances in scientific and educational research that can help parents and teachers of students with significant hearing loss
Educating deaf students : from research to practice by Marc Marschark( Book )

22 editions published between 2001 and 2010 in English and held by 923 WorldCat member libraries worldwide

"Over the past decade there has been a significant increase in interest from educators and the general public about deafness, special education, and the development of children with special needs. The education of deaf children in the United States has been seen as a remarkable success story around the world, even while it continues to engender domestic debate." "In Educating Deaf Students: From Research to Practice, Marc Marschark, Harry G. Lang, and John A. Albertini set aside the politics, rhetoric, and confusion that often accompany discussions of deaf education. Instead they offer an accessible evaluation of the research literature on the needs and strengths of deaf children and on the methods that have been used - successfully and unsuccessfully - to teach both deaf and hearing children."--Jacket
Oxford handbook of deaf studies, language, and education( Book )

28 editions published between 2003 and 2011 in English and held by 758 WorldCat member libraries worldwide

"The Oxford Handbook of Deaf Studies, Language, and Education" is the definitive professional reference work in the field of deafness research. This volume covers all important aspects of deaf studies: language, social/psychological issues, neuropsychology, culture, technology, and education. Each chapter, written by an acknowledged authority in the field, contains a state-of-the-art review of an important aspect of research concerning individuals who are deaf or hard-of-hearing. The book also includes comprehensive bibliographies and a glossary. The editors are from the two primary institutions for research and post-secondary education of deaf individuals and were founding editors of the Journal of Deaf Studies and Deaf Education. The Handbook is intended for researchers, educators, educational administrators, service-providers such as audiologists, speech therapists, and school psychologists, as well as graduate students in the field of deaf studies
Advances in the sign language development of deaf children by Brenda S Schick( Book )

40 editions published between 2005 and 2006 in English and Spanish and held by 736 WorldCat member libraries worldwide

In the same sense that cross-linguistic research has led to a better understanding of how language affects development, cross-modal research allows us to study acquisition of language in the absence of a spoken phonology. The contributors to this volume are leading scholars and researchers of the acquisition and development of sign languages, and provide cogent summaries of what is known about early gestural development, interactive processes adapted to visual communication, and the processes of semantic, syntactic, and pragmatic development in sign. They address theoretical as well as applied questions
Psychological development of deaf children by Marc Marschark( Book )

19 editions published between 1993 and 2014 in English and Italian and held by 610 WorldCat member libraries worldwide

This book is the first comprehensive examination of the psychological development of deaf children. Because the majority of young deaf children (especially those with nonsigning parents) are reared in language-impoverished environments, their social and cognitive development may differ markedly from hearing children. The author here details those potential differences, giving special attention to how the psychological development of deaf children is affected by their interpersonal communication with parents, peers, and teachers. This careful and balanced consideration of existing evidence and research provides a new psychological perspective on deaf children and deafness while debunking a number of popular notions about the hearing impaired. In light of recent findings concerning manual communication, parent-child interactions, and intellectual and academic assessments of hearing-impaired children, the author has forged an integrated understanding of social, language, and cognitive development as they are affected by childhood deafness. Empirical evaluations of deaf children's intellectual and academic abilities are stressed throughout. Psychological Development of Deaf Children will be of great interest to students, teachers, and researchers studying deafness and how it relates to speech and hearing; developmental, social, and cognitive psychology; social work; and medicine
Relations of language and thought : the view from sign language and deaf children by Marc Marschark( Book )

16 editions published between 1997 and 2011 in English and Undetermined and held by 494 WorldCat member libraries worldwide

This volume considers the extent to which the use of sign language affects the course and character of cognitive development. The understanding of the relationship between language and cognition has occupied psychologists and linguists for centuries, and may be enhanced by the study of signing
Psychological perspectives on deafness by Marc Marschark( Book )

30 editions published between 1993 and 2014 in English and Undetermined and held by 464 WorldCat member libraries worldwide

This edited volume picks up where Psychological Perspectives on Deafness, Volume 1 ended. Composed of review chapters that reflect cutting-edge views from well-known international researchers within the field, this book surveys issues within the field of deafness, such as cognition, learning disabilities, social development, language development, and psychopathology. It also highlights the many new and exciting findings currently emerging from researchers across a variety of disciplines--psychology, education, linguistics, and child development. The chapters will engage, challenge, and
Context, cognition, and deafness( Book )

8 editions published in 2001 in English and held by 399 WorldCat member libraries worldwide

Sign language interpreting and interpreter education : directions for research and practice by Marc Marschark( Book )

20 editions published in 2005 in English and held by 294 WorldCat member libraries worldwide

"Interpreters have long sought a clear program for research into their discipline. As sign-language interpreting is a relatively new field, little has been done to create an international agenda for research-based practice. This book addresses this important need. It offers a broad look at the current research on interpreting and interpreter education, with a special focus on educational interpreting. Intended for working interpreters, educators, students, and researchers, it is written to be both a reference and a textbook."--Jacket
Deaf cognition : foundations and outcomes( Book )

16 editions published in 2008 in English and held by 284 WorldCat member libraries worldwide

'Deaf Cognition' examines the cognitive underpinnings of deaf individuals' learning. It contributes to the science of learning by describing and testing theories that might either over- or underestimate the role that audition or vision plays in learning and memory, and by shedding light on multiple pathways for learning
The deaf child in the family and at school : essays in honor of Kathryn P. Meadow-Orlans by Patricia Elizabeth Spencer( Book )

11 editions published between 1999 and 2000 in English and held by 257 WorldCat member libraries worldwide

Artikler om døve børns forhold i familien og i skolen
Evidence-based practice in educating deaf and hard-of-hearing students by Patricia Elizabeth Spencer( Book )

11 editions published in 2010 in English and held by 240 WorldCat member libraries worldwide

""One of the greatest challenges in educating deaf and hard-of-hearing students today is the need for evidence-based practice to replace decades if not centuries of intuitive teaching. This volume will help to move the field of deaf education forward. In it, the authors carefully evaluate the existing literature with regard to deaf education, separating wheat from chaff and knowledge from belief. It points the way forward for teachers and learners of all ages."--T. Alan Hurwitz. President, Gallaudet University" ""An excellent book for both the experienced practitioner or academic and those new to the field of deaf education. As well as addressing the findings of research, it also discusses the research procedures necessary for studies to contribute towards an adequate evidence base. It is an important book, likely to influence practice, and is recommended to all with an interest in the education of deaf children and young people."--Susan Gregory, Former Reader in Deaf Education, University of Birmingham, U.K." "Debates about methods of supporting language development and academic skills of deaf or hard-of-hearing children have intensified in recent years: Will using sign language interfere with learning to use spoken language? Does placement in classrooms with mostly hearing children enhance or impede academic development? Do deaf children need auditory-based phonological skills to acquire age-appropriate reading abilities? Are traditional methods of teaching subjects such as math and science effective for deaf and hard-of-hearing students?" "Too often, these decisions are made based on what is frequently incorrect or incomplete information and decisions---whether based on opinions, beliefs, or value judgments---are insufficient to guide practice. Instead, critical evaluation of the rapidly emerging research and related reports is needed to enhance the success of educational practice with deaf and hard-of-hearing learners. Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students clarifies and cogently summarizes these research findings across multiple disciplines, providing a comprehensive but concise record of the evidence base in deaf education. These and other questions form the basis for decisions about types of support provided to families and about educational interventions needed to assure deaf and hard-of-hearing children reach their potential." "Evidence (or its lack) on these and other issues is presented concisely in this book in order to provide a focus for future educational and research efforts, and thus to promote optimal developmental support for all deaf and hard-of-hearing children and adults. Co-authored by two of the most respected leaders in their field, this book provides a synthesis of information gathered across a range of settings and uses a variety of research methods in order to define what is known about promising and evidence-based practices in deaf education, and what continues to need investigation. A readily accessible and invaluable source for teachers, university students, and other professionals, Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students encourages readers to delve more deeply into what we know about deaf and hard-of-hearing children, their patterns of development, and their lifelong learning."--Jacket
The Oxford handbook of deaf studies, language, and education( Book )

in English and held by 182 WorldCat member libraries worldwide

Teaching deaf learners : psychological and developmental foundations by Harry Knoors( Book )

15 editions published between 2013 and 2014 in English and held by 153 WorldCat member libraries worldwide

Teaching Deaf Learners: Psychological and Developmental Foundations explores how deaf students (children and adolescents) learn and the conditions that support their reaching their full cognitive potential -- or not. Beginning with an introduction to teaching and learning of both deaf and hearing students, Knoors and Marschark take an ecological approach to deaf education, emphasizing the need to take into account characteristics of learners and of the educational context. Building on the evidence base with respect to developmental and psychological factors in teaching and learning, they describe characteristics of deaf learners which indicate that teaching deaf learners is not, or should not, be the same as teaching hearing learners. In this volume, Knoors and Marschark explore factors that influence the teaching of deaf learners, including their language proficiencies, literacy and numeracy skills, cognitive abilities, and social-emotional factors. These issues are addressed in separate chapters, with a focus on the importance to all of them of communication and language. Separate chapters are devoted to the promise of multimedia enhanced education and the possible influences of contextual aspects of the classroom and the school on learning by deaf students. The book concludes by pointing out the importance of appropriate education of teachers of deaf learners, given the increasing diversity of those students and the contexts in which they are educated. It bridges the gap between research and practice in teaching and outlines ways to improve teacher education
The Oxford handbook of deaf studies, language, and education( Book )

13 editions published between 2010 and 2011 in English and held by 138 WorldCat member libraries worldwide

This second volume of the The Oxford Handbook of Deaf Studies, Language, and Education picks up where that first landmark volume left off, describing advances and offering readers the opportunity to understand the current status of research in the field while recognizing the opportunities and challenges that lie ahead
Bilingualism and bilingual deaf education( Book )

9 editions published in 2014 in English and held by 128 WorldCat member libraries worldwide

This edited volume brings together diverse issues and evidence in two related multidisciplinary domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education
Educating deaf learners : creating a global evidence base( Book )

6 editions published in 2015 in English and held by 90 WorldCat member libraries worldwide

Education for deaf learners has gone through significant changes over the past three decades. The needs of many have changed considerably. But deaf learners are not hearing learners who cannot hear. This volume adopts a broad, international perspective, capturing the complexities and commonalities in the developmental mosaic of deaf learners
The Oxford handbook of deaf studies in language( Book )

8 editions published between 2015 and 2016 in English and held by 73 WorldCat member libraries worldwide

Language development, and the challenges it can present for individuals who are deaf or hard-of-hearing, have long been a focus of research, theory, and practice in D/deaf studies and deaf education. Over the past 150 years, but most especially near the end of the 20th and beginning of the 21st century, advances in the acquisition and development of language competencies and skills have been increasing rapidly. This volume addresses many of those accomplishments as well as remaining challenges and new questions that have arisen from multiple perspectives: theoretical, linguistic, social-emotional, neuro-biological, and socio-cultural. The contributors comprise an international group of prominent scholars and practitioners from a variety of academic and clinical backgrounds. The result is a volume that addresses, in detail, current knowledge, emerging questions, and innovative educational practice in a variety of contexts.0The volume takes on topics such as discussion of the transformation of efforts to identify a "best" language approach (the "sign" versus "speech" debate) to a stronger focus on individual strengths, potentials, and choices for selecting and even combining approaches; the effects of language on other areas of development as well as effects from other domains on language itself; and how neurological, socio-cognitive, and linguistic bases of learning are leading to more specialized approaches to instruction that address the challenges that remain for deaf and hard-of-hearing individuals. This volume both complements and extends 'The Oxford handbook of deaf studies and deaf education', Volumes 1 and 2, going further into the unique challenges and demands for deaf or hard-of-hearing individuals than any other text and providing not only compilations of what is known but setting the course for investigating what is still to be learned
Psychological perspectives on deafness( )

1 edition published in 1998 in English and held by 0 WorldCat member libraries worldwide

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How deaf children learn : what parents and teachers need to know
Alternative Names
マーシャック, マーク

English (327)

Spanish (1)

Italian (1)

How deaf children learn : what parents and teachers need to knowEducating deaf students : from research to practiceOxford handbook of deaf studies, language, and educationAdvances in the sign language development of deaf childrenPsychological development of deaf childrenRelations of language and thought : the view from sign language and deaf childrenPsychological perspectives on deafnessContext, cognition, and deafness