2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| Shared Book Reading with Children with Hearing Differences
Shared Book Reading with Children with Hearing Differences
Research has demonstrated that using interactive shared book reading (SBR) can have an impact on later language and literacy skills as well as other areas, such as cognitive and social-emotional development, and promotes overall academic readiness. It has also been found to be effective for supporting children with delays and disabilities, including those with hearing differences with and without additional disabilities. Caregivers can begin incorporating SBR into routines with their child at a young age to support their future language, literacy, cognitive, and social-emotional development. Many teachers incorporate SBR into early childhood classrooms as part of standard curriculum but may not know how to adapt SBR for children with disabilities. This presentation will review the fundamentals of SBR, reasons to use SBR with young children, and specific strategies to support children hearing differences with and without additional disabilities. This information will be beneficial for professionals working with young children, birth to 8 years of age, as well as family members and caregivers of young children with these types of disabilities.
- Understand the basics of interactive shared book reading (SBR).
- Apply SBR strategies to utilize with young children.
- Adapt SBR strategies for children with hearing differences with and without additional disabilities.
Presentation:
3478265_16353RenaeCuevas Dias.pdf
Handouts:
3478265_16353RenaeCuevas Dias.docx
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Renae Cuevas Dias
(Primary Presenter,Co-Presenter), University of Colorado Denver, rallema1@mail.naz.edu;
Renae Cuevas Dias is a third year Doctoral student in Inclusive Early Childhood Education program at CU Denver and a Speech-Language Pathologist working in Early Intervention. For the last 6 years she has worked in Early Intervention, specifically focusing on working with children with vision and/or hearing differences, many of which require Alternative, Augmentative, Communication to communicate. She is interested in researching more intervention strategies for literacy and language development for children with sensory differences like vision impairment and hearing differences and those who are complex communicators. She also wants to teach and create programs for more professionals to learn how to work and support these lower incident populations of children and their families.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Teaching and speaking from Metropolitan State University of Denver.
• Receives Grants for Other activities from Office of Special Education Programs, U.S. Department of Education: Early Childhood Intervention Doctoral Consortium (ECiDC).
• Receives Salary for Employment from Talking Together, Inc. .
• Receives Salary for Employment,Management position from The Resource Exchange.
Nonfinancial -
• Has a Professional (Member of these Special Interest Groups. )
relationship for Other volunteer activities.
AAA DISCLOSURE:
Financial -
Financial relationship with Renae:
Office of Special Education Programs, U.S. Department of Education: Early Childhood Intervention Doctoral Consortium (ECiDC).
Salaried employee of The Resource Exchange.
Heidi:
Employed by Talking Together, Inc and adjust faculty at Metropolitan State University .
Nature: Renae:
This presentation will be supported in part by the Office of Special Education Programs, U.S. Department of Education: Early Childhood Intervention Doctoral Consortium (ECiDC) (H325H190004). The views or opinions presented in this are solely those of the authors and do not necessarily represent those of the funding agencies.
Salaried employee of The Resource Exchange in Colorado Springs, CO.
Non-financial Disclosures:
Member of ASHA SIG 9 and 12
Heidi:
Employed by Talking Together, Inc and adjust faculty at Metropolitan State University
.
Nonfinancial -
No relevant nonfinancial relationship exists.
Heidi Burke
(Co-Presenter), University of Colorado Denver, heidi.burke@ucdenver.edu;
Heidi Burke is a certified speech-language pathologist and a doctoral student in the Inclusive Early Childhood Education program at the University of Colorado-Denver. She holds an MS in Management from the University of Denver and an MA in Speech-Language Pathology from the University of Colorado-Boulder. Her clinical focus is primarily working with children birth-three and their families through early intervention and supporting and mentoring other providers. Her research interests include culturally and linguistically responsive assessment and intervention approaches for feeding, language acquisition, early literacy, and social-emotional learning along with teaming and collaboration practices.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.