Got Inspiration? Nov. 18, 2016 ESSP Conference

APPR: Classroom Environment (CiTi BOCES Audiology)

"If you can hear me, you can understand me without seeing. If you can see me but can't hear me, it just won't work!" -Julian Treasure

* a student sitting in the 4th row is only able to understand 50% of speech

* has to work 2x as hard to get the same access as a student sitting towards the front of the room

* this statistic is referring to a child with average hearing ability

Average noise level in classrooms is 65 dB...Noise levels >65 dB increase our difficulty hearing. The maximum desirable noise level for learning has been determined to be +35 dB.

Eyes & ears are used to collect information that the brain interprets

Noisy environment = significant increase to cognitive demands on our working memory

Results in lower comprehension & reduced ability to use language/contextual info to fill in the gaps

Doubling the distance between the speaker and the listener reduces the ability to be heard by 6 dB. {EX: 24 ft away from the speaker = 40 dB}
DIALOGIC READING (Jessica Trussell, Ph.D; NTID)

Dialogic Reading is a strategy that can be used to improve a child's vocabulary, as well as his/her comprehension skills, by allowing him/her to become the storyteller.

Storybook reading ➡️ Vocab Knowledge

With Dialogic Reading, a student uses the pictures to tell the story and answer questions about the event illustrated. This intervention exposes new, or complex, vocabulary and increases his/her ability to understand context.

Reading interventions may be used to achieve different instructional goals (Photos of slide, J. Trussell presentation)
Although this reading strategy has only been utilized with children up to 2nd grade for the purpose of this study, older students may be able to benefit as well.
Print word recognition X Language Comprehension = Reading Comprehension

Word Recognition --> sign, fingerspelling, or language phonology

A child learns to fingerspell twice

At about the age of 1 year, a child learns lexicalized fingerspelling (Ex: b-a-c-k, d-o-g, b-a-n-k)

Around the age of 4 years old, they learn to fingerspell fluently (Ex: motor-cy-cle), which leads to letter/print recognition and the ability to chunk letters together.

Phonological representation of fingerspelling includes the motor articulatory pattern during its production.

The child learns onset of words that go with chunks.

This skill is a significant foundation to recognizing and understanding the words within context, future spelling, and developing comprehension skills when introduced to more complicated vocabulary.

Have A Great Day!
Created By
Jennifer Swarts


Created with images by Newtown grafitti - "HEAR" • USAG-Humphreys - "Back to School 2012 - U.S. Army Garrison Humphreys, South Korea - 27 August 2012" • U.S. Army Materiel Command - "DSC_0723" • Carla216 - "talk to me" • kjarrett - "Typing Words" • Rusty Clark ~ 100K Photos - "School Bus"

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