| Presenter Information: |
| Presenter 1: |
Name: Mary Ellen Nevins
Affiliation: PPCI
Mary Ellen Nevins, Ed.D., is National Director of Professional Preparation in Cochlear Implants, PPCI, as independent contractor to The Children’s Hospital of Philadelphia. Nevins is a teacher of children who are deaf/hard of hearing and a former Professor in the Department of Communication Disorders and Deafness at Kean University in New Jersey. She has provided consultant services to Cochlear Americas regarding the development and implementation of outreach to school- based professionals through the HOPE program. She currently collaborates with The University of Chicago on the development of Project ASPIRE, an innovative parent education program that supports excellent outcomes with implant technology. She and her colleague, Dr. Patricia Chute, have coauthored three texts on the subject of cochlear implantation: The Parents Guide to Cochlear Implants (Gallaudet University Press) Children with Cochlear Implants in Educational Settings (Singular Publications) and most recently, School Professionals working with Children with Cochlear Implants (Plural Publishing).
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| Abstract Information: |
| Title: |
Listening and Spoken Language as Building Blocks for Later Literacy |
| Primary Track: |
3-Early Intervention
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| Keyword(s): |
literacy, vocabulary, listening, spoken language |
Abstract: |
The important relationship between spoken language competence and reading has long been established for typically developing children. Because of this, many early literacy activities focus on listening and talking. Auditory access through today's assistive technology means that it is possible for more children with hearing loss to follow this route to reading achievement. Techniques and strategies that foster listening and spoken language can and should be implemented by parents and early intervention professionals and are the focus of this presentation. Of particular importance is the building of a rich and varied vocabulary that will support later reading with comprehension. Tips for adding lexical items to a young child's vocabulary will be offered. The many benefits of booksharing between parents and children will be highlighted. In an effort to develop a skill set to coach parents in booksharing, participants will be asked to make contrasts between more and less facilitative prompts during book sharing. Discussion regarding the coaching dialog that EI professionals might utilize in helping parents make facilitative commentary during book sharing will be offered. |
| Presentation(s): |
Not Available
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| Handouts: |
Not Available
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