18th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 3-5, 2019 • Chicago, IL
3/04/2019 | 11:15 AM - 11:45 AM | Developing Vocabulary to Accelerate Acquisition of Spoken and/or Sign Language | Heathrow A/B
Developing Vocabulary to Accelerate Acquisition of Spoken and/or Sign Language
A child’s single-word vocabulary impacts that child’s ability to express his wants and needs, whether using spoken language or sign language. In order for children who are deaf or hard of hearing to develop adequate language skills, they must have sufficient vocabulary. The focus of this presentation will be on the importance of the acquisition of single-word vocabulary for language development.
It’s been well documented that vocabulary development has a measurable impact on the development of language skills. Without the ability to understand and use a variety of word types, it is essentially impossible to understand a series of words or to combine words together to produce one’s thoughts and ideas, whether using spoken language or sign language. This presentation will provide parents and professionals with creative techniques for providing specific practice in the area of single-word vocabulary development in the context of a family’s daily activities and routines whether using spoken language or sign language. Vocabulary lists of the First 100 Words, the Next 150 words, and the Following 300 used at the Moog Center will be shared, reviewed, and explained.
This presentation will be provided through a lecture format accompanied by video segments for explanation and to enhance learning. Ample time for discussion and questions will be included.
- 1. At the end of this session, participants will be able to list vocabulary words appropriate for teaching to very young children who are deaf or hard of hearing, using either spoken language or sign language.
- 2. At the end of this session, participants will be able to describe strategies for encouraging parents of children who are deaf or hard of hearing to include vocabulary development in their daily routines and activities, whether using spoken language or sign language.
- 3. At the end of this session, participants will be able to state the rationale for providing instruction related to the acquisition of single-word vocabulary for very young children who are deaf or hard-of-hearing.
Presentation:
18878_10469Betsy MoogBrooks.pdf
Handouts:
18878_10469Betsy MoogBrooks_x.pdf
Transcripts:
18878_10469BetsyMoogBrooks.docx
Presenters/Authors
Judy Schlesinger
(), The Moog Center for Deaf Education, jschlesinger@moogcenter.org;
Judy has been in the field of deaf education for more than 25 year. She has worked as a supervisor of other teachers, has extensive experience working with student teachers, has lectured for graduate courses, and is an experienced teacher in the field of Early Intervention. In addition to teaching in the Family School program at the Moog Center where she provides direct service to children, helping them to develop spoken language skills, Judy has also taught in the preschool and in the primary department working to enhance the students' academic skills. She works with families, helping parents develop strategies and techniques for teaching their children with hearing loss to talk. Judy participates in the Moog Center for Deaf Education Teleschool program and provides services to families via the internet. Judy has extensive experience serving children who are deaf or hard of hearing who present with secondary complicating factors.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from The Moog Center for Deaf Education.
Nonfinancial -
No relevant nonfinancial relationship exist.