2024 Early Hearing Detection & Intervention Conference
March 17-19, 2024 • Denver, CO
| What to Teach and How to Teach It: Evidence Based Practices for Developing Emergent Literacy Skills in Preschoolers Who Are Deaf and Hard of Hearing and Use Spoken Language
What to Teach and How to Teach It: Evidence Based Practices for Developing Emergent Literacy Skills in Preschoolers Who Are Deaf and Hard of Hearing and Use Spoken Language
Literacy deficits in the early years of schooling have long term implications for student outcomes. Children who are deaf and hard of hearing and use spoken language are at a higher risk of lagging behind their hearing peers on measures of both language and literacy. Long-term language and literacy outcomes can be improved through appropriate and effective emergent literacy intervention. There are two emergent literacy skill areas: code-related and meaning-based. The author identifies evidence-based practices for promoting early literacy development in preschool-aged children in both skill categories. Selected areas of focus are documented by research specific to the emergent literacy learning needs of young children who are deaf and hard of hearing and use spoken language. Emergent literacy skills addressed are: vocabulary and conceptual knowledge, discourse, alphabetic knowledge, and phonemic awareness. Additionally, developmentally appropriate practices outlined by the National Association for the Education of Young Children (NAYEC) are considered. The NAEYC asserts that play is essential for all children. Literacy-rich play is a developmentally appropriate strategy for facilitating language and literacy skills in preschool children with hearing loss. Recommendations for designing and implementing evidence-based classroom instruction that addresses the emergent literacy learning needs of young deaf and hard of hearing children who use spoken language is provided. These recommendations include strategies for direct, explicit instruction and play-based learning for the purpose of developing code-related and meaning-based emergent literacy skills, in order to improve long-term literacy outcomes for this population of learners.
- Participants will be able to identify emergent literacy instructional strategies for DHH preschool-aged children who use spoken language.
- Participants will be able to describe how literacy rich play-based experiences facilitate language development.
- Participants will be able to plan instructional activities and interventions based on the evidence based strategies presented.
Presentation:
3478265_16516JenniferBragg Rindfuss.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jennifer Bragg Rindfuss
(Primary Presenter,Author), jbragg373@gmail.com;
Jennifer Bragg Rindfuss, MA
Preschool Teacher, St. Joseph Institute for the Deaf, Indianapolis, Indiana
IPEI2 Grant Scholar, Fontbonne University, St.Louis, Missouri
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from St. Joseph Institute for the Deaf.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with St. Joseph Institute for the Deaf.
Nature: .
Nonfinancial -
No relevant nonfinancial relationship exists.