2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
3/18/2024 | 11:25 AM - 11:50 AM | Linking Listening, Language, Literacy for Life! | Mineral Hall D/E
Linking Listening, Language, Literacy for Life!
For most families who have a child who is deaf or hard of hearing (DHH), acquiring age- and grade-appropriate literacy skills is a desired outcome, irrespective of the communication modality they choose. But developing literacy skills can be challenging for many children. According to the National Assessment of Education Progress (NAEP), in 2022, 37% of 4th graders and 30% of 8th graders had below basic reading proficiency level. Research suggests that these children are at greater risk for limited educational outcomes, reduced career opportunity, and potentially a lower quality of life.
According to the Simple View of Reading, success with reading comprehension is dependent on one’s ability to comprehend language and decode the written script (Gough & Tumner, 1986; Hoover & Gough, 1990; Catts et al., 2006). Children who might have deficits in vocabulary or syntax development, limited background knowledge, and challenges with hearing and saying sounds can struggle with developing reading skills. These difficulties are often seen in children who are DHH. It is then not surprising that many children who are DHH do not learn to read past the 4th standard level (Qi & Mitchell, 2012). However, more recent research confirms that these outcomes might be different for children who receive early listening and spoken language intervention (Mayer et al., 2021; Smolen et al., 2020).
Based on the framework of the Simple View of Reading and Scarborough’s Reading Rope, the focus of this presentation will be to identify the components and the prerequisite skills necessary for children to develop reading skills. Participants will examine the the relationship between language and literacy and the impact of hearing loss. Finally, participants will identify 3-5 key activities to facilitate development of foundational literacy skills through early intervention.
- Identify components necessary for skilled reading and examine the impact of hearing loss
- Describe how language and literacy skills are interconnected and dependent on each other
- Identify three opportunities to strengthen foundations for literacy through early intervention
Presentation:
3478265_16421UmaSoman.pdf
Handouts:
Handout is not Available
Transcripts:
3478265_16421UmaSoman.docx
3478265_16421UmaSoman_2.docx
Presenters/Authors
Uma Soman
(Primary Presenter), Listening Together, uma.soman@listeningtogether.com;
Dr. Uma Soman is an educator of deaf or hard of hearing students and a Listening and Spoken Language Specialist, Auditory-Verbal Educator (LSLS Cert. AVEd). Over the last twenty years, Dr. Soman has worked directly with children and families in a variety of settings. She has also worked with graduate students and mentored professionals pursuing Listening and Spoken Language Specialist certification.
Currently, Dr. Soman serves in two roles. She is the co-founder and the Director of Listening Together, a nonprofit organization that advances the education and rehabilitation of children who are deaf and hard of hearing around the world through parent empowerment, professional development, and public awareness. She is also an assistant professor in the Communication Disorders and Deaf Education Department at Fontbonne University in St. Louis, MO, USA. In both of these roles Dr. Soman works to prepare teachers, speech-language pathologists, and audiologists to work with children who are deaf or hard of hearing and their families in a variety of settings. Dr. Soman has served on the boards of OPTION Schools and AG Bell Academy for Listening and Spoken Language.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Fontbonne University.
Nature: Salary.
Nonfinancial -
No relevant nonfinancial relationship exists.