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ABSTRACT INFORMATION
Title: 'A View from the 'Finish' Line: the Impact of Early Detection and Early Intervention on Literacy Outcomes' Track: 3-Early Intervention and Beyond Audience: Primary Audience: Secondary Audience: Tertiary Audeince: Keyword(s): language competence, reading, deliberate practice Learning Objectives: Articulate the link between language competence and literacy outcomes List essential practices that support the development of a rich language base Identify strategies that can be implemented by EI professionals into their deliberate practice which strengthen the link between language and literacy Abstract: It is well documented that children who possess linguistic competence, regardless of hearing status, fare much better in reading achievement than do their peers who are “language fragile.” The possibilities afforded today’s early-identified children with hearing loss make linguistic competence an expected outcome for many. Each professional who “touches” a family in the early intervention period plays a vital role in the effort that yields a child with the language skills to support later reading. Children who are armed with a rich language base can enjoy success in the literacy activities that take place in preschool and the primary years. By the time a child reaches fourth grade, age appropriate language and literacy skills sustain the journey to academic accomplishments. Unfortunately, few EI service providers get the opportunity to see the results of their efforts to build the language competence that is essential to reading with comprehension. This presentation is purposefully designed to trace the path from emerging linguistic competence in the early intervention period to reading comprehension in the elementary years. Videotaped examples will demonstrate children at various ages and stages of language and literacy development, especially featuring early intervention professionals making the language-literacy connection an intentional element of their everyday practice. Children using a listening and spoken language modality will be highlighted in videoclips. Handouts: Handout is not Available
SPEAKER INFORMATION
PRESENTER(S): Mary Ellen Nevins - UAMS      Credentials: Ed.D. Director, Auditory-Based Intervention      Other Affiliations: Consultant to Project ASPIRE at University of Chicago       Mary Ellen Nevins, Ed.D., is a Professor and the Director of Auditory-Based Intervention at the University of Arkansas for Medical Sciences/University of Arkansas at Little Rock. Nevins is an experienced teacher of children who are deaf or hard of hearing and the former Director of PPCI, a continuing education program for speech and hearing professionals housed at The Children's Hospital of Philadelphia. Dr. Nevins is recognized as a national expert on the educational issues facing children who are deaf or hard of hearing especially those using listening technologies to learn to listen and talk. Melissa McDonald - Atlanta Speech School      Credentials: M.Ed., LSLS Cert. AVT       Melissa McDonald is a teacher of children who are deaf or hard of hearing and an LSLS Certified Auditory-Verbal Therapist in the Hamm Center at the Atlanta Speech School. She received a B.S. in Early Childhood Education from Georgia College & State University and an M. Ed. in Communication Sciences and Disorders from the University of Georgia. She completed the First Years program through UNC-Chapel Hill to receive a Certificate in Auditory Learning. Melissa has worked at the Hamm Center for 8 years, teaching toddler classes there for 5 of those years. Melissa currently teaches a toddler class and is Curriculum Specialist for the remainder of the staff. She served as Site Facilitator for the Atlanta's Professional Preparation in Cochlear Implants (PPCI) program from 2006-2010. Melissa is a past president for the Georgia Chapter of the AG Bell Association and has presented at the AG Bell National convention.   AUTHOR(S):