2026 Early Hearing Detection & Intervention Conference
March 15-17, 2026 • Jacksonville, FL
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.
Dr. Uma Soman is an educator of deaf-and-hard-of-hearing (DHH) 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 DHH children and their families in early intervention and school settings. She has taught graduate students, and mentored professionals pursuing Listening and Spoken Language Specialist certification. She also leads professional development events at schools and clinics. Dr. Soman is an invited presenter and panelist at national and international conferences.
Currently, Dr. Soman serves in two roles. She is the co-founder and the Director of Listening Together, a global nonprofit organization that transforms the lives of deaf-and-hard-of-hearing children 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, USA. In both of these roles Dr. Soman prepares teachers, speech-language pathologists, and audiologists to provide high-quality family-centered intervention to DHH children and their families. Dr. Soman is on the AG Bell Academy for Listening and Spoken Language board and the Hands and Voices Family Leadership in Language and Learning Center (FL3) Advisory Board.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
• Has a Professional
(Director & Co-Founder)
relationship for Volunteer employment,Board membership.
AAA DISCLOSURE:
Financial -
Financial relationship with Fontbonne University (Employer)
Listening Together (Volunteer position).
Nature: The presenter is the co-founder and director of Listening Together. While currently not drawing salary for this role the content of the presentation could generate opportunities for future consultant roles and other funding streams. However, the presenter does not receive any money for the assessment products discussed in the presentation.
Nonfinancial -
No relevant nonfinancial relationship exists.