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ABSTRACT INFORMATION
Title: 'Does Shared Reading Increase Conversational Turns?' Track: 3 - Language Acquisition and Development Keyword(s): Dialogic reading; maternal sensitivity; conversational turns Learning Objectives: Identify shared reading strategies Apply shared reading strategies to daily routines Increase parent/child conversational turns through shared reading Abstract: Plentiful and meaningful parent-child interaction, through conversational turns, is crucial to the development of listening and spoken language in children who are deaf and hard of hearing. This vital parent skill of sensitivity to the child and verbal interaction is the one of the principal targets we address when coaching families. The study participants were families enrolled in the Sunshine Cottage School Parent Infant Program. The children ranged in age from 2 months to 36 months from English dominant or Spanish dominant families of varying SES. This study was designed to see if direct coaching of shared reading strategies increased conversational turns between parents and babies with hearing loss. We used handouts with shared reading activities, available online from the Center for Early Literacy Learning (C.E.L.L.) at http://www.earlyliteracylearning.org/. The goal of C.E.L.L is to promote the adoption and sustained use of evidence-based early literacy learning practices. Their website provides resources for 0-3 practitioners, parents and caregivers of children, birth through five years of age, with identified disabilities, developmental delays, and those at risk for poor outcomes. A baseline Language ENvironment Analysis (LENA) recording was completed and followed by weekly coaching using handouts from the infant and toddler sections of C.E.L.L. Three more recordings were collected at 2 month intervals and the number of conversational turns compared. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Lindsay Rodriguez - Primary Presenter,Co-Presenter,POC Sunshine Cottage School for Deaf Children      Credentials: M.Ed., C.E.D.       Lindsay M Rodriguez, M.Ed., C.E.D., has been a Parent-Infant Advisor at Sunshine Cottage School for Deaf Children in San Antonio since 2000. She is bilingual (English/Spanish) and previously worked for 16 years as an ESL teacher and textbook author/editor for Macmillan Publishers in Mexico City. Lindsay has also been trained as a Parent Advocacy Training Facilitator for the A.G.Bell Association and has given presentations on Advocacy internationally and in several different States. Lindsay is a coauthor of The Guide to Listening and Spoken Language: a parent-friendly, convenient checklist of information and strategies for learning to listen and talk. Lindsay’s mission is to coach parents to advocate for their child so that their child, in turn, might advocate for him/herself.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Donna Kramer - Co-Presenter Sunshine Cottage School for deaf Children      Credentials: M.Ed.      Other Affiliations: AGBell Association for the Deaf and Hard of Hearing       Donna Kramer graduated from Texas State University (formerly Southwest Texas State University) with a degree in Interdisciplinary Studies; specializing in Special Education. She taught Special Education with North East Independent School District for 5 years. She then received her Master’s Degree in Deaf Education from the University of the Incarnate Word. She began teaching at Sunshine Cottage in 1999 and taught in the Elementary Department and the Early Childhood department before becoming a Parent Infant Advisor in the fall of 2006.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Ana Sei - Co-Presenter Sunshine Cottage School for Deaf Children      Credentials: M.DEHS       Ana Laura Sei graduated from The University of Texas at San Antonio with a degree in Interdisciplinary Studies; specializing in Bilingual Education. Growing up bilingual in a border town, she felt the necessity to maintain children’s native language and use it as an educational tool to foster second language acquisition. Shortly after earning her Bachelor’s degree, she pursued her Master’s Degree in Deaf Education and Hearing Sciences from The University of Texas Health Science Center at San Antonio, graduating in May 2012. She has been a part of Sunshine Cottage School for Deaf Children since August 2010, where she has worked as a graduate assistant, teacher assistant, and now serves families as a Parent Infant Advisor.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.