SRCD Preconference: Development of Deaf and Hard-of-Hearing Children March 18, 2015 Philadelphia Convention Center, Philadelphia, Room 203 A/B Time

Presenters

12:05

12:35

1:05

Preconference Organizing Committee: Christopher Stanzione, Amber Martin, David Martinez, Jay Barreto-Abrams

Welcome

Margaret Harris & Emmanouela Terlektsi (Oxford Brookes University),Fiona Kyle (City University, London), & Emma Corder (Oxford Brookes University)

Learning to read and spell: What factors affect children’s progress?

We present a design for interactive digital games supporting word learning for bilingual deaf children (American Sign Language – English). Sample Lynn McQuarrie (Univ. of Alberta) & Charlotte J. Enns (Univ. Bilingual Deaf Children as Co-design Partners in Developing activities will be demonstrated; approaches to vocabulary and literacy of Manitoba) ASL/English Word Learning Technology Tools development will be outlined. We will detail specific implications of the design process raised from working with children as informants and design partners. This presentation will review findings from two studies evaluating social M.F. Hoffman & A.L. Quittner (Univ. of Miami), I. Cejas competence in children with CIs and hearing peers, using longitudinal data The Development of Social Competence in Children with CIs: (Univ. of Miami Miller School of Medicine, Dept. of from parent, teacher, and child report. The presentation will also discuss the A Longitudinal and Multi-rater Approach Otolaryngology) need for early intervention programs that target both language and social skills.

2:20

2:50

3:20

3:50

The reading and language skills of 41 children with severe-profound hearing loss from a range of educational settings, initially aged between 6 and 7 years, were assessed at two time points to see what predicted reading progress over one year. Speechreading and English vocabulary were predictors but not phonological awareness.

Break (15 min)

1:35

1:50

Abstract

Registration & Meet-and-Greet

11:30 12:00

Title of Presentation

Hearing parents in the U.S. and Italy reflected upon positive aspects of raising a deaf or hard of hearing child through this qualitative study. Results revealed that parents experienced highly positive and transformative outcomes. These included increased acceptance and appreciation of the child, altered conceptualizations of parenting, and improved adaptability. This study uses in-depth interviews with parents and observations of parentQualities and quantities of parents’ communication when child free play (N= 12) to investigate how aspects of parents’ communication K.B. Decker, A. Bunch, & C. Vallotton (Michigan State interacting with their children with hearing loss: The influence (e.g., overall quantities of language, and their use of facilitative language University) of information internalized via early intervention techniques) relate to the information they have received via early intervention services. We report on a qualitative study investigating how hearing high school students, diagnosed with language and learning disorders, experience Jenny Singleton & David Martinez (Georgia Institute of American Sign Language Learning Among Hearing Students learning ASL as a second language. Implications for theoretical models of Technology) with Language & Learning Impairments language and learning disorders as well as second language education will be discussed. Break (30 min) Anna Jones (DCAL, University College London), Rosalind Two groups of deaf children who use oral or sign language were compared Herman & Nicola Botting (City University, London), Chloe on story retell skills with same age hearing children using the BSL narrative Narrative skills in deaf children: assessing signed and spoken Marshall (Institute of Education, London), Elena Toscano skills test. The hearing children outperformed both deaf groups and using modalities with the same test (DCAL, University College London), & Gary Morgan (DCAL, the test in spoken English was found to be reliable. Results are examined University College London; City University, London) with reference to home language. Amy Szarkowski (Department of Otolaryngology & Communication Enhancement, Boston Children’s Hospital & Department of Psychiatry, Division of Psychology, Harvard Medical School) & Patrick Brice (Gallaudet University)

Hearing Parents and their Deaf Children: Appraising the Parenting Experience and Finding the Positives

4:20

This presentation explores the relationship between fingerspelling and reading and language skills in DHH children. Structural equation modeling Fingerspelling Development as Alternative Gateway to Brenda Schick (Univ. of Colorado, Boulder), Mi-Young Webb showed that fingerspelling skills were significantly related to both reading Phonological Representations and Literacy in Deaf and Hard-of& Amy Lederberg (Georgia State University) and expressive vocabulary skills, and there was a significant effect for gradeHearing Children level. Fingerspelling may provide a non-auditory phonological representation of the internal structure of written words to aid decoding.

4:50

End