17th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 18-20, 2018 • Denver, CO
3/20/2018 | 9:40 AM - 10:40 AM | Supporting Early Literacy Skills Auditorily and Visually | Capitol 2
Supporting Early Literacy Skills Auditorily and Visually
Successful early literacy development through a strong language foundation provides children the skills to be kindergarten-ready. What does this look like for students with hearing loss? As parents and professionals, we can help develop these skills using both visual and spoken languages. Participants will receive information regarding multiple National Science Foundation funded brain research with children who have hearing loss. All of this research shows the development of two languages supports each other, the positive impact of learning two languages, as well as the normal development stages of bilingual languages and reading acquisition. Real life examples and data will be shared as to the success that has been observed and documented for many children with hearing loss that have struggled to develop spoken language but have experienced success with the exposure to both a spoken and visual language. Description of settings, strategies and how to use different professionals to provide this exposure will be provided. Presenters will model how to build experiences in these areas using both visual and spoken languages, such as rhythm, rhyme, movement, dance, chanting and singing, fingerspelling and phonics; reading, writing and drawing. Discussion will focus on how early interventionists and speech language pathologists can work separately or together to help ensure this success as well as how to share this information and these strategies with parents.Participants will leave with a greater understanding of how to provide spoken and visual language and to how create connections between both to ensure children, regardless of their level of hearing loss have the early literacy skills they need for the first day of school.
- Participants will learn how to build connections between visual and auditory language.
- Participants will understand how development of two languages supports each other
- Participants will be able to model building experiences using both visual and spoken languages.
Presentation:
15805_8045RachelBenedict.pdf
Handouts:
Handout is not Available
Transcripts:
15805_8045RachelBenedict.docx
Presenters/Authors
Rachel Benedict
(), Rocky Mountain Deaf School, rbenedict@rmds.co;
Rachel Benedict is a Teacher of the Deaf. She has taught at deaf schools in Washington, DC and in Colorado. She currently works with elementary students in a strong literacy environment. She has a Masters in Linguistics as well as a Masters in Deaf Education.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Eileen Kratzer
(), Rocky Mountain Deaf School, ekratzer@rmds.co;
Eileen Kratzer is a veteran teacher with experience in mainstream setting, deaf school setting and has also worked as an early interventionist . For the past eight years she has worked as a reading specialist and spoken English early literacy teacher. She holds a Masters in Deaf Education and is currently working on her administrative license.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Suzanne Sharpe
(), Rocky Mountain Deaf School, sharpe1@me.com;
Suzanne Sharpe is a licensed Speech Language Pathologist. She has worked with children with hearing loss in the mainstream setting as well as at a school for the deaf. In addition she works as an IEP coordinator, facilitating IEP writing and meetings. Suzanne holds a Masters in Speech Language Pathology.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -