EARLY HEARING DETECTION AND INTERVENTION VIRTUAL CONFERENCE
MARCH 2-5, 2021
(Virtually the same conference, without elevators, airplane tickets, or hotel room keys)
3/15/2022 | 1:15 PM - 1:40 PM | Let's Text at School: Rethinking our academic and social learning space | Room 10
Let's Text at School: Rethinking our academic and social learning space
There are multiple pathways to learning to read and write regardless of students' communication modalities. Based on narrative study in 2005 and mixed method design study in 2018 working with at least one hundred elementary deaf and hearing students, students benefitted from visual-based activities that were motivating and meaningful to them. These offer foundational skills needed to build knowledge and blocks they need for each developmental milestone. Each activity would commonly include manipulatives (i.e., objects and/or actors) while using two or more of their senses. Visual-based pedagogy can begin with toddlers engaged in interactive prewriting activities where an educator and a toddler could communicate via writing and drawing. They will be exposed to letters, numbers, words, symbols, and everyday signs and be given opportunities to scribble or write letters. Similar activities could be done in a classroom with use of a large paper assigning different color pens to each student providing ample opportunities to act and write as part of cooperative learning activities- which gives them experiences and exposure to printed English. In addition, the use of text to communicate synchronously is on the rise while students are engaging in socio-academic dialogue enhancing natural language acquisition. This provides valuable direct communication opportunities creating a visual learning space that could bring together deaf and hearing learners, including ethically and linguistically diverse students in developing their academic language proficiency and critical thinking skills. This will give them confidence and motivation they need to view as a reader and to thrive with the languages they use every day. This workshop will benefit educators and parents of children between birth to adolescence.
- Presentation participants will enter the meeting room with their mobile phones and the following APP downloaded: Zoom Cloud Meetings. In the case high tech tool is not available, paper and pen will be provided.
- Presentation participants will learn what range of activities would benefit the children’s writing skills and be able to name three methods.
- Presentation participants will be engaged in several language learning activities enhancing written language fluencies.
Presentation:
This presentation has not yet been uploaded.
Handouts:
Handout is not Available
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Colleen L. Smith
(Virtual), Claremont Graduate University, colleen.smith@cgu.edu;
Colleen L. Smith graduated from Gallaudet University in Washington D.C. with a B.A. in Communication Arts and received her M.A. in ASL-English Multicultural Education at San Diego State University (SDSU). She has 12 years of elementary classroom experience with 26 years of university faculty experience, including 12 years in administrative roles such as Clinical Director and Program Head at San Diego State University and National University. Colleen is in her last year as a doctoral candidate at Claremont Graduate University’s School of Education and SDSU’s Department of Policy Studies in Language and Cross-Cultural Education. The research focus is to justify the benefits of balancing between speaking and texting at schools.
ASHA DISCLOSURE:
Financial -
Nonfinancial -