17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
| Racing to Better Language and Literacy Outcomes for Preschool Students Who Are Deaf and Hard of Hearing
Racing to Better Language and Literacy Outcomes for Preschool Students Who Are Deaf and Hard of Hearing
Teachers of students who are deaf and hard of hearing often lament the lack of evidence-based practices for their students, particularly in the areas of language and literacy. For hearing students, the evidence strongly supports explicit instruction. However, there is emerging evidence indicating that explicit instruction is also effective for students who are deaf and hard of hearing. This poster will outline the primary elements of explicit instruction. It will also describe reading racetracks, a specific intervention that incorporates these elements. Finally, instructions and tips for using reading racetracks in the classroom will be shared.
- Participants will be able to outline the primary elements of explicit instruction.
- Participants will be able to describe how a reading racetrack works.
- Participants will be able to identify three tips for using reading racetracks in the classroom.
Presentation:
This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online.
Handouts:
15805_7718CarrieDavenport.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Carrie Davenport
(), The Ohio State University College of Medicine, carrietdavenport@gmail.com;
Carrie Davenport, Ph.D., is a Postdoctoral Researcher in the Department of Otolaryngology at The Ohio State University Wexner Medical Center. Carrie is a teacher of the deaf by training with a Master's degree in Family-Centered Early Education from Gallaudet University. She earned her doctorate in special education at OSU in 2017. Prior to entering the PhD program at OSU, she was the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf. Carrie is a founding Board member of Ohio Hands & Voices. Her research interests include parental self-efficacy, parent-to-parent support, and parent-infant interaction. She is especially interested in building academic-community partnerships with families with deaf/hard-of-hearing children and other stakeholders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Sheila Alber-Morgan
(), Ohio State University, Morgan.651@osu.edu;
Sheila Alber-Morgan, Ph.D., BCBA, is a professor in the special education program at The Ohio State University. She taught for several years in inclusive K-12 classrooms in both urban and rural South Carolina and has authored more than 70 peer-reviewed research and practitioner articles, book chapters, books, and textbook ancillaries. Dr. Alber-Morgan’s research, almost all of which has been designed and implemented in collaboration with classroom teachers, has focused on literacy interventions for students with and without disabilities and on strategies for promoting the generalization and maintenance of academic, functional, and social skills.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Moira Konrad
(), Ohio State University, Konrad.14@osu.edu;
Dr. Moira Konrad joined the Ohio State faculty in 2005. Dr. Konrad’s research interests focus on examining the effectiveness of instructional practices designed to improve outcomes for youth with high-incidence disabilities. Specifically, she studies interventions designed to improve students’ self-determination (e.g., goal-setting, self-awareness, self-management, self-advocacy), their academic skills (particularly in reading and written expression), and, where possible, both self-determination and academic skills simultaneously. She has published numerous journal articles in these areas. Dr. Konrad teaches courses that focus on assessment and intervention for children and youth with high-incidence disabilities. Before coming to OSU, Dr. Konrad spent nine years teaching secondary students with a range of disabilities in urban, rural, and suburban settings. She has been involved in teacher training since 2000.
ASHA DISCLOSURE:
Financial -
Nonfinancial -