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10/14/2017  |   11:15 AM - 12:15 PM   |  West Ballroom at Shalala Student Services Building

Promoting Literacy Development in Children who are DHH in Underserved Regions Using Readily Available Materials and During Everyday Activities

Children who are deaf or hard of hearing (DHH) are at substantial risk for delayed or deficient literacy development. The process of learning to read is both purposeful and active as children develop literacy foundations, such as phonemic awareness, alphabet knowledge, reading fluency, vocabulary, print conventions, the pragmatics of language, and reading comprehension strategies. An over-reliance on worksheets or rote instruction can result in missed opportunities for literacy progress. Literacy development can be enhanced through meaningful interactions during typical routines or activities and does not require extensive or costly resources. For example, teachers can incorporate goal-oriented literacy-rich instruction using the activities or routines specific to the everyday experiences of children, such as getting ready for school, taking care of younger children, cleaning, or tending to a garden. This presentation will describe a teacher training program utilized in Kenya to help teachers 1) discuss developmentally appropriate, evidence-based literacy priorities, 2) identify the routines and resources typical of their region, 3) discuss specific strategies and examples for using these everyday experiences to enhance literacy outcomes, and 4) connect these experiences to development of individualized goals, including a data collection plan to sustain literacy instruction for long-term implementation. An emphasis of the presentation will be on using the materials and resources readily available to teachers to maximize application of literacy goals during everyday experiences across a variety of geographic regions and cultures.

• Participants will discuss and identify developmentally appropriate, evidence-based literacy priorities
• Participants will identify the routines and resources typical of their region and discuss specific strategies and examples for using these everyday experiences to enhance literacy outcomes
• Participants will discuss the development of individualized goals, including a data collection plan to sustain literacy instruction for long-term implementation.

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Lauri Nelson (POC,Primary Presenter), Utah State University, lauri.nelson@usu.edu;
Lauri Nelson, PhD is an Associate Professor and Deaf Education Division Chair in the Department of Communicative Disorders and Deaf Education at Utah State University. She is certified as both a pediatric clinical audiologist as well as a licensed deaf educator, with a PhD in Special Education. Prior to her current faculty appointment, she worked at a pediatric cochlear implant center, in various audiological and educational settings, and in clinical research. She has been involved in deaf education and audiology training in Vietnam, Kenya, and Saipan.

ASHA DISCLOSURE: Financial - Nonfinancial -

AAA DISCLOSURE: Financial - No relevant financial relationship exists.

Elizabeth Parker (Co-Presenter), Utah State University , liz.parker@usu.edu;
Elizabeth Parker, M.Ed. is a Practicum Supervisor for students in the Listening and Spoken Language Deaf Education Program in the Department of Communicative Disorders and Deaf Education at Utah State University. She has worked as a teacher, administrator, and mentor to numerous students for more than 30 years. Since 2000, Liz has taken groups of young people and professionals to Kenya to do volunteer work at Ngala School for the Deaf in Nakuru, Kenya. She founded a non-profit organization to support the children and teachers at the school.

ASHA DISCLOSURE: Financial - Nonfinancial -

AAA DISCLOSURE: Financial - No relevant financial relationship exists.