EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/10/2015 | 11:00 AM - 11:30 AM | Let’s Read a Book: Strategies to Promote Literacy for Children with Hearing Loss | Beckham | 3
Let’s Read a Book: Strategies to Promote Literacy for Children with Hearing Loss
The ability to integrate auditory skills, language, and literacy skills through shared storybook reading for children with hearing loss is valuable. The purpose of this session is to provide clinicians’ with evidence-based strategies to promote print knowledge, word knowledge, phonological knowledge, alphabet knowledge, narrative knowledge, and world knowledge. It is important to provide families these strategies to foster literacy development as they read to their children in the home environment. Examples of children’s books and specific strategies to promote literacy through intentional shared storybook reading will be provided.
This presentation will highlight recent research on literacy related to children with hearing loss. Reading realities for all children will be discussed. What factors predict development of good reading skills? What are the risk factors for reading failure? What do we know about children who are proficient readers and children who are poor readers? Why do some children with hearing loss struggle with reading proficiency? Specific literacy terms will be defined. Intentional shared storybook reading teaches print knowledge (understanding of printed letters, words, and book conventions). Word knowledge is the ability to understand and produce words of different form classes and to build word repertoires for representing thoughts, needs, interests, and ideas. Intentional shared storybook reading promotes phonological knowledge (attention to words, syllables, and sounds related to segmenting, blending, and rhyming). Alphabet knowledge requires recognition of upper and lower case letters in various print and sound-symbol associations. Intentional shared storybook reading teaches narrative knowledge (ability to re-tell and generate stories or events and to know story grammar components and 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. Activities and specific books to develop these areas of knowledge will be demonstrated.
- Review research on literacy and reading realities for all children including literacy definitions and development
- Outline components of a reading strategies curriculum highlighting effective reading strategies for parents
- Present videos and examples of books to promote print, word, phonological, alphabetic, narrative, and world knowledge
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Presenters/Authors
Velvet Buehler
(Primary Presenter,Co-Presenter,Author,POC), 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 -
Nonfinancial -
Emily Noss
(Co-Presenter), University of Tennessee, Knoxville, eclark1@uthsc.edu;
Emily Noss is an Assistant Professor in Speech-Language Pathology at The University of Tennessee, Health Science Center in the Department of Audiology and Speech-Language Pathology. Emily practices in the Child Hearing Services (CHS) Clinic in Knoxville. She specializes in pediatric Aural Habilitation for children who use cochlear implants and hearing aids, aural/oral communication assessments, pre- and post-cochlear implant evaluations, parent guidance and education, adult cochlear implant auditory training, and Alternative/augmentative communication.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Ashley Irick
(Co-Presenter), University of Tennessee, Knoxville, ayoung12@uthsc.edu;
Ashley Irick is an Instructor in Speech-Language Pathology at the University of Tennessee Health Science Center in the Department of Audiology and Speech-Language Pathology. Ashley practices in the Child Hearing Services clinic in Knoxville. She specializes in pediatric Aural Habilitation for children who use hearing aids and cochlear implants, aural/oral communication assessments, pre- and post-cochlear implant evaluations, family guidance and education, adult cochlear implant auditory training, and auditory processing disorders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jestina Bunch
(Co-Presenter), University of Tennessee Health Science Center, jkbunch@uthsc.edu;
Autumn Sanderson is an Instructor in Speech-Language Pathology at the University of Tennessee Health Science Center in the Department of Audiology and Speech-Language Pathology. Autumn practices in the Child Hearing Services clinic in Knoxville. She specializes in pediatric Aural Habilitation for children who use hearing aids and cochlear implants, aural/oral communication assessments, pre- and post-cochlear implant evaluations, family guidance and education, adult cochlear implant auditory training, and auditory processing disorders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.