2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
"Get it Write": The Use of Written Language to Facilitate Literacy Development in Children who are Deaf or Hard of Hearing
Developing literacy foundations during early childhood years provides a foundation for robust language skills later on, essential for academic, social, and vocational success. The development of age-appropriate literacy skills is a national educational priority for all children. Unfortunately, children who are deaf or hard of hearing (DHH) are at particular risk for delayed development of literacy skills due to reduced or delayed access to spoken language. Children who are DHH often require a higher quantity of quality language intervention to meet the developmental milestones expected of hearing peers, so multiple tiers of language intervention are beneficial. An essential domain to facilitate the breadth of literacy foundations is written language. Most children are drawn to writing, and typically, their developmental stage of writing reveals how they understand and construct the language around them. Surprisingly, written language goals and priorities are often a neglected domain of literacy development in formal instruction as well as in routine learning activities at home. Fortunately, writing activities can easily be implemented by parents and clinicians. This presentation will 1) describe the importance of written language to overall literacy development consistent with the National Association for the Education of Young Children (NAEYC) Developmentally Appropriate Practices priorities, 2) provide concrete suggestions for how parents can help their children who are DHH develop interest and enthusiasm in writing, including simple writing activities that will fit into the daily routine of family life, and 3) provide valuable handouts and resources to assist parents and educators in facilitating the development of written language skills at home and school.
- Participants will discuss the overall importance of written language and strong literacy foundations for young children who are deaf or hard of hearing.
- Participants will discuss strategies and activities that parents and educators can use to enhance the development of written language in children who are deaf and hard of hearing.
- Participants will explore resources that will support the ongoing implementation of written language foundations.
Poster:
3353554_14985MelindaThacker.pdf
Presenter: Melinda Thacker
Melinda Thacker is a second-year speech-language pathology master’s student in the Utah State University Department of Communicative Disorders and Deaf Education. She enjoys providing services to families of children who are deaf or hard of hearing, especially through facilitating development of listening and spoken language skills in parents. Melinda has special interest in promoting self-advocacy in her clients, and in the development of theory of mind and literacy in the deaf and hard of hearing population.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Haley Manwaring is a second-year graduate student pursuing her degree in speech-language pathology at Utah State University. Through an emphasis in Listening and Spoken Language, Haley has had the opportunity to work with children who are deaf or hard of hearing and their families, fostering a strong interest in home-based learning. Haley especially enjoys play-based interventions and social communication development and hopes to continue to focus on these areas.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Brooke Griffith is a second-year speech-language pathology student pursuing her master’s degree in Communication Disorders and Deaf Education at Utah State University. With an emphasis in Listening and Spoken Language (LSL), Brooke is passionate about working with children who are deaf and hard of hearing and advocating for them to reach their full potential. She has a particular interest in early intervention and believes that parent and family involvement is vital for success.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Allison Voss is a second-year graduate student in Utah State University’s Speech-Language Pathology program with an emphasis in Listening and Spoken Language. Ally adores working with children of all ages, particularly those who are deaf and/or hard-of-hearing. She has enjoyed learning about and hopes to continue further research in bilingual language acquisition and dynamic assessment in language.
ASHA DISCLOSURE:
Financial -
Nonfinancial -