18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/04/2019 | 2:45 PM - 3:15 PM | Promoting Grade Level Reading Skills | Florence
Promoting Grade Level Reading Skills
Children who are reading proficiently by third grade are four times more likely to graduate high school on time. A child who is reading at grade level by third grade is also significantly more likely to succeed in later grades and master complex subject matter. About 67 percent of children nationwide and more than 80 percent of those from low-income families are not proficient readers by the end of third grade. Up to third grade, children learn to read. After third grade, children read to learn. This presentation will describe “what it takes” to develop grade level literacy skills, and “how it’s done”. We need to “catch them before they fall” and provide appropriate literacy intervention.
This presentation will discuss the components and effectiveness of a reading strategies curriculum to implement with parents of children with hearing loss. Emergent and later literacy skills will be outlined. Examples of children’s books and techniques to promote literacy through shared storybook reading will be provided.
Intentional shared storybook reading teaches the following:
• Print knowledge (understanding of printed letters, words, and book conventions).
• Word knowledge (understanding and producing words for representing thoughts, needs, and interests).
• Phonological knowledge (attention to words, syllables, and sounds related to segmenting, blending, and rhyming).
• Alphabet knowledge (recognition of upper and lower case letters in various print and sound-symbol associations).
• Narrative knowledge (ability to re-tell and generate stories and to know story grammar components, main idea and details)
• World knowledge is the understanding of concepts such as cultural diversity, money, character, emotions, nature, time, geography, weather and life issues such as death, divorce and birth.
- to describe emergent and later literacy skill developmental milestones
- to describe two stages of pre-literacy development: print meaning and print form
- to select storybooks to promote phonological, print, alphabet, word and world knowledge
Presentation:
18878_10236GaylaGuignard.pdf
Handouts:
Handout is not Available
Transcripts:
18878_10236VelvetBuehler.docx
Presenters/Authors
Velvet Buehler
(), University of Tennessee Health Science Center, velvet@utk.edu;
Velvet Buehler is a Clinical Professor in the Department of Audiology and Speech Pathology at the University of Tennessee Health Science Center. She holds dual certification in Audiology and Speech Pathology. Mrs. Buehler has provided aural-habilitation services to children who are deaf or hard of hearing and their families for 28 years. She supervises practicum for graduate students in Audiology and Speech Pathology in the areas of aural-habilitation, parent counseling and education, literacy, pediatric audiology and auditory processing disorder. Mrs. Buehler serves on two cochlear implant teams providing pre/post cochlear implant evaluations and treatment. She has presented at numerous regional and national conferences Mrs. Buehler is a certified trainer for the National Educators of Children with Cochlear Implants. She is a certified NOMS clinician. Mrs. Buehler recently served 6 years on the ASHA steering committee member for Division 9: Hearing and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from University of Tennessee Health Science Center.
Nonfinancial -
No relevant nonfinancial relationship exist.
Gayla Guignard
(), Alexander Graham Bell Association, gguignard@agbell.org;
Gayla Hutsell Guignard is the Chief Strategy Officer for the Alexander Graham Bell Association. She was the Indiana State EHDI Coordinator for six year and also spent two years as the inaugural Director of the Indiana Center for Deaf and Hard of Hearing Education. Gayla also as many years of direct experience in providing services to children who are deaf/hard of hearing and their families and training of undergraduate and graduate audiology, speech-language pathology and deaf education students. Gayla's work as an audiologist, speech-language pathologist, certified listening and spoken language specialist, and non-profit and government program administrator has provided her with multi perspectives of the field.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from AG Bell.
Nonfinancial -
No relevant nonfinancial relationship exist.