An innovative program shows promise in helping deaf, hard of hearing children develop literacy skills -
These can be some of the most powerful words in the developing the capacity of a child to read and write. For children who are deaf or hearing impaired, hearing and living in bilingual households, the "come play with me" invitation becomes even more crucial to the development of their literacy.
This is why the Family Centre USC Caruso for communication early childhood is to be creative to meet the challenges that children with hearing loss face the loss learn to listen, speak, read and to write. His innovative program - called "Come Read with Me" - is an intervention was three intensive weeks and research project funded by a grant to help develop early literacy skills in oral deaf and hard-of-hearing children from bilingual (English-Spanish). houses
Through the program, USC aims to support all those involved in the education of a child - the children, their parents and teachers of deaf people in the greater Los Angeles
.program is the creation of an interdisciplinary team of experts: Education Specialist Debra K. Schrader, Karen C. Johnson audiologist, speech therapist speech Dianne Hammes Ganguly and biostatistician Laurel Fisher. From 2013 to present, Come Read with Me over 50 children aged 4.5 to 8 years, 41 parents and caregivers from homes where Spanish is spoken by at least one parent and 16 full-time teachers and language specialists in special education programs and in private practice. The program primarily serves families and educators in Los Angeles County.
The results are promising.
Children become readers and writers
assets During the summer session, children receive daily lessons in shared reading, dialogic reading, writing and awareness of speech sounds. They learn the concepts of print and word knowledge developed through interactions with peers, parents and teachers.
Parents say their children are more engaged in reading and writing at home. After a three-week session, the children demonstrate increased the sound conversational turn in reading activities and more focused interaction during writing activities.
Parents become change agents
Parents receive 12 hours of group instruction on how to develop the reading and writing of their children at home. With this knowledge, they start to look like agents of change who can actively help their children acquire literacy skills. They share their new strategies with other parents, and many families have returned for another summer in the program.
"Parents are hungry for information and knowledge," said Johnson, who is the principal investigator of the research project and an associate professor of clinical otolaryngology at the Keck School of Medicine. "Their enthusiasm is inspiring As one mother said:" I think I understand - books are my daughter gain wisdom. '. "
The late president of Caruso USC Department of Otolaryngology- Head & Neck Surgery, John K. Niparko, MD, who has defended the program from the beginning, noted instances of deaf children who use their new literacy skills to teach others in their family to read.
teachers feel more Prepared
teachers report feeling better equipped to help the deaf and hard of hearing students in the classroom. They receive five days of professional development to give them new strategies in teaching phonological awareness, shared reading, and writing. They also benefit from a daily coaching and mentoring during the summer program.
"Teachers take it to the class and to their peers room," said Schrader. "The participants have begun to share their new knowledge with other teachers through professional development in their schools. This is an effective way to support more language and literacy."
"Come Read with Me is having a ripple effect," said Dianne Hammes Ganguly. "Children are more engaged in reading and writing activities. Parents learn new ways to help their children become better readers and writers. and teachers acquire additional skills to help parents and children during the learning process. Support all three groups is essential to the child success. "
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