2025 Early Hearing Detection & Intervention Conference
March 9-11, 2025 • Pittsburgh, PA
DAVID L. LAWRENCE CONVENTION CENTER
| Building Blocks of Literacy Comprehension: A Home-Based Early Intervention Approach
Building Blocks of Literacy Comprehension: A Home-Based Early Intervention Approach
The Science of Reading is a collection of research based on five big ideas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Children begin developing skills in all five of these areas starting at birth. As professionals we recognize that hearing loss puts children at risk for deficits in literacy in all five areas and we are constantly looking for new and different ways to implement the ideas defined by the Science of Reading in our classrooms and interventions. Since children spend more time at home with their parents and caregivers than they do with teachers and interventionists, we need to be targeting preliteracy and literacy skills in the home starting at birth. It is essential that we help parents understand the milestones their child needs to meet to ensure they are on the best path possible to develop reading skills alongside their typical hearing peers. In this presentation we will dive into the ultimate goal of reading as defined by the Science of Reading principles: comprehension. We know that strong reading comprehension begins with strong listening comprehension. We will use evidence-based developmental checklists to layout the milestones children need to develop strong preliteracy and literacy skills in the area of comprehension from birth to age three. We will explain how reading comprehension skills can be targeted starting from birth in a developmentally appropriate way. To help parents understand these milestones, we will explore routine-based activities and Listening and Spoken Language strategies they can use at home. This will help children meet comprehension milestones necessary to prepare them to read.
- Participants will explain how reading and listening comprehension are connected and can be addressed in in the home starting from birth.
- Participants will recognize comprehension milestones that children need to develop starting from birth to age three.
- Participants will identify routine-based activities and Listening and Spoken Language strategies parents can use at home to help their child develop strong reading comprehension skills.
Presentation:
3545975_18232SharonFairbourn.pdf
Handouts:
3545975_18232SharonFairbourn.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Sharon Fairbourn
(Primary Presenter), Ulah State University, rfairbournuk@yahoo.com;
Sharon Fairbourn graduated from Utah State with her bachelor’s and master’s degrees in Communicative Disorders and Deaf Education. Sharon is certified as a Listening and Spoken Language Specialist. She has worked for Utah Schools for the Deaf and the Sound Beginnings Program at Utah State University. She has served birth to three, preschool and elementary aged children. She loves watching kids make connections and empowering parents with tools to succeed.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Utah State University.
Nature: Sharon Fairbourn and Jamie Pearce are employed by Utah State University. Paige Darrow is a student at Utah State University.
Nonfinancial -
No relevant nonfinancial relationship exists.
Jamie Pearce
(Co-Presenter,Author,Co-Author), Utah State University, kni04005@gmail.com;
Jamie currently works as a teacher of the Deaf for Utah State University's graduate education program. She holds a bachelor’s degree in Early Childhood/Special Education, one in Communicative Sciences and Disorders, and a master's degree in Deaf Education. She has worked as a special educator with personal interests in establishing strong home-to-school collaborations and empowering students to obtain their highest personal potential.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Utah State University.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
Financial relationship with Utah State University.
Nature: employed by the university.
Nonfinancial -
No relevant nonfinancial relationship exists.
Paige Darrow
(Co-Presenter,Co-Author), Utah State University, a02279343@aggies.usu.edu;
Paige received her undergraduate degree in Special Education from Brigham Young University in Special Education with an emphasis in Mild/Moderate Disabilities. She taught for 2 years before pursuing a Masters of Education from Utah State University in Communicative Disorders and Deaf Education. She will graduate in the spring.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.
AAA DISCLOSURE:
Financial -
No relevant financial relationship exists.
Nonfinancial -
No relevant nonfinancial relationship exists.