Charles Mayer
Biographic Data
| ID | 5454029 |
|---|---|
| NAME | Charles Mayer |
| GIVEN NAMES | Charles |
| FAMILY NAME | Mayer |
| SIGNATURE | MAYER C |
| AFFILIATIONS | York University |
| ORCID | 0000-0002-9451-4234 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1921 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 0 |
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with olde…
Language Development in a Hearing and a Deaf Twin With Simultaneous Bilateral Cochlear Implants
This case study is an examination of the language development of a single pair of fraternal twins--one with a profound, sensorineural hearing loss who received simultaneous bilateral cochlear implants at 1 year of age and the other with normal hearing. The purpose of the study was to compare the twins' language development over time from 6 months to almost 3 years of age. Findings suggest that early simultaneous bilateral implantation supports th…
What Really Matters in the Early Literacy Development of Deaf Children
With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities. Using written …
Bilingual-bicultural models of literacy education for deaf students: Considering the claims
As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual educatio…
Shaping at the point of utterance: An investigation of the composing processes of the deaf student writer
All writers face the challenge of making meaning on a blank page. They struggle to make meaning for themselves and to communicate this meaning to the potential readers of their texts. Although, in this way, the act of writing can be perceived as a solitary endeavor, the activity of writing, as one aspect of literacy development, is embedded in a sociocultural framework and must be considered not only from the perspective of an individual's mental…
The Question Remains: A Rejoinder to Mason
If we interpret his commentary correctly, David Mason seems to have misunderstood our argument. We are not suggesting that ASL and written English cannot function in effective complementarity in mediating the construction of and use of educational knowledge by those who do not have access to spoken English by virtue of their hearing loss. Rather, our argument concerns their initial mastery of written English, and for this purpose we contend ASL d…
Can the Linguistic Interdependence Theory Support A Bilingual-Bicultural Model of Literacy Education for Deaf Students
Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English liter…
Sensation: The Origin of Life
La Morale de l'Avenir
Readable And Persuasive
Man: Mind or Matter
Man: Mind or Matter
Journal Article Book Reviews Get access Man : Mind or Matter ? By Charles Mayer. Translated with a preface by Harold A. Larrabee. (Boston : The Beacon Press. 1951. Pp. xx + 168. Price $2.50). T. D. Weldon T. D. Weldon Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 1, Issue 5, October 1951, Page 480, https://doi.org/10.2307/2216339 Published: 01 October 1951
Trapping wild animals in Malay jungles
TRAPPING WILD ANIMALS living with my parents.That day I joined some other boys in playing hookey from school, and we earned our passes by carrying water for the ani- mals.^It wasn't my first circus, but it was the first time that I had ever worked around the animals and I was fascinated.I didn't miss the big show, but all the rest of the day I was in the menagerie, listening to the yarns of the keepers and doing as much of their work as they woul…
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Trapping wild animals in Malay jungles
TRAPPING WILD ANIMALS living with my parents.That day I joined some other boys in playing hookey from school, and we earned our passes by carrying water for the ani- mals.^It wasn't my first circus, but it was the first time that I had ever worked around the animals and I was fascinated.I didn't miss the big show, but all the rest of the day I was in the menagerie, listening to the yarns of the keepers and doing as much of their work as they woul…
Man: Mind or Matter
Journal Article Book Reviews Get access Man : Mind or Matter ? By Charles Mayer. Translated with a preface by Harold A. Larrabee. (Boston : The Beacon Press. 1951. Pp. xx + 168. Price $2.50). T. D. Weldon T. D. Weldon Search for other works by this author on: Oxford Academic Google Scholar The Philosophical Quarterly, Volume 1, Issue 5, October 1951, Page 480, https://doi.org/10.2307/2216339 Published: 01 October 1951
Man: Mind or Matter
La Morale de l'Avenir
Readable And Persuasive
Sensation: The Origin of Life
Can the Linguistic Interdependence Theory Support A Bilingual-Bicultural Model of Literacy Education for Deaf Students
Drawing on Cummins' (1989) linguistic interdependence model, proponents of bilingual-bicultural models of literacy education for deaf students claim that, if ASL is well established as the L1, then literacy in English (L2) can be achieved by means of reading and writing without exposure to English through either speech or English-based sign. In our opinion, this claim is based on a false analogy: the situation of the deaf learner of English liter…
The Question Remains: A Rejoinder to Mason
If we interpret his commentary correctly, David Mason seems to have misunderstood our argument. We are not suggesting that ASL and written English cannot function in effective complementarity in mediating the construction of and use of educational knowledge by those who do not have access to spoken English by virtue of their hearing loss. Rather, our argument concerns their initial mastery of written English, and for this purpose we contend ASL d…
Bilingual-bicultural models of literacy education for deaf students: Considering the claims
As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual educatio…
Shaping at the point of utterance: An investigation of the composing processes of the deaf student writer
All writers face the challenge of making meaning on a blank page. They struggle to make meaning for themselves and to communicate this meaning to the potential readers of their texts. Although, in this way, the act of writing can be perceived as a solitary endeavor, the activity of writing, as one aspect of literacy development, is embedded in a sociocultural framework and must be considered not only from the perspective of an individual's mental…
What Really Matters in the Early Literacy Development of Deaf Children
With much earlier identification of hearing loss come expectations that increasing numbers of deaf children will develop literacy abilities comparable to their hearing age peers. To date, despite claims in the literature for parallel development between hearing and deaf learners with respect to early literacy learning, it remains the case that many deaf children do not go on to develop age-appropriate reading and writing abilities. Using written …
Language Development in a Hearing and a Deaf Twin With Simultaneous Bilateral Cochlear Implants
This case study is an examination of the language development of a single pair of fraternal twins--one with a profound, sensorineural hearing loss who received simultaneous bilateral cochlear implants at 1 year of age and the other with normal hearing. The purpose of the study was to compare the twins' language development over time from 6 months to almost 3 years of age. Findings suggest that early simultaneous bilateral implantation supports th…
Using Miscue Analysis to Assess Comprehension in Deaf College Readers
For over 30 years, teachers have used miscue analysis as a tool to assess and evaluate the reading abilities of hearing students in elementary and middle schools and to design effective literacy programs. More recently, teachers of deaf and hard-of-hearing students have also reported its usefulness for diagnosing word- and phrase-level reading difficulties and for planning instruction. To our knowledge, miscue analysis has not been used with olde…
Psychology (11 works) · Hearing Impairment and Communication (6 works) · Linguistics (5 works) · Language, Discourse, Communication Strategies (4 works) · Literacy (4 works) · Pedagogy (4 works) · Philosophy (4 works) · Deaf education (3 works) · Multilingual Education and Policy (3 works) · Philosophy (3 works)