EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/03/2021 | 2:10 PM - 2:30 PM | Learning to Listen, Getting Ready to Read | Topical Breakout
Learning to Listen, Getting Ready to Read
Audiologists and early interventionists can play an influential role in supporting early literacy development of young children with hearing loss. Decades of research documented that children with hearing loss struggled to achieve reading skills like their hearing peers. In more recent years, there is indication of improved outcomes, yet continued vigilance is warranted. With regard to young children with hearing loss who utilize their hearing to communicate and learn, we will highlight the importance of the two types of “listening-to-spoken-language skills” as critical building blocks for emerging literacy.
We will briefly discuss findings from the first presenter’s recent qualitative dissertation study which sought to investigate a) parents’ (of preschoolers with hearing loss who use listening and speaking to communicate) knowledge base about early literacy and its connection to hearing and (b) how their knowledge translated to the kinds of literacy activities families did routinely. The findings suggested that parents possessed only a partial understanding of the range of skills necessary to develop reading readiness, which in turn influenced families’ daily literacy repertoires. Thus, there is a need for parent education on listening skills and the relationship to reading readiness. We will then discuss the broad components of early literacy development, the two types of listening-to-spoken-language skills that help to promote reading readiness, and a parent/professional internet resource. Finally, we will offer insights on IFSP goals for phonological awareness/reading readiness skills with emphasis on actionable strategies and activities that can be shared families.
- Describe the 3 components of early literacy.
- In parent-friendly wording, explain the importance of listening to and “playing with” spoken language ( phonological awareness) and its connection to reading development.
- Describe a few early literacy/phonological awareness activities that professionals can share with families.
Presentation:
23278_13652LoriWiley.pdf
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jennifer Clark
(), Hawaii Department of Health Early Intervention, Jennifer.Blohm@doh.hawaii.gov;
Jennifer Clark received her Bachelor’s Degree in Communication Disorders and Deaf Studies: Sign Language Interpreting, from California State University, Fresno and her Master’s Degree from Gallaudet University in Deaf Education: Family Centered Early Education. Since 2010, Jennifer has been working with D/HH/DB children (birth-3) as the Early Intervention Deaf and Hard-of-Hearing Specialist for the Hawaii Department of Health.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Lori Wiley
(), Lori Wiley, AuD, PhD; Private Practice; University of Hawaii at Manoa, Communication Sciences and Disorders (Adjunct), wileyla@hawaii.edu;
Lori Wiley is an audiologist from Kapolei, Hawaii on Oahu. Early in her clinical career, she developed an interest in reading development and subsequently received training in multi sensory reading techniques. While working with children with reading challenges, she became intrigued with the connection between hearing and learning to read. Her recently completed dissertation research at the University of Hawaii at Manoa (Special Education Dept) focussed on parent education (for parents of children with hearing loss who communicate through listening and speaking) in early literacy/phonological awareness and the development of an internet-based parent education resource on early literacy. Dr. Wiley continues to pursue this specialization with the aim of building parents' capacity to promote their child's early literacy development.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.