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We learn to understand spoken language through what we hear—how it is constructed and how it creates meaning. Students with hearing loss often have difficulty developing oral language skills and therefore need support in learning to read and write without these building blocks.
Hearing is measured as the ability to hear sounds in the typical human range of approximately 20 - 20,000 Hz. Hearing loss impacts reading and writing in multiple ways:
Early detection of hearing loss is essential for students to receive the necessary supports that allow them to achieve the same language and cognitive milestones as their peers with typical hearing. However, mild-to-moderate hearing loss is often not identified until a student is four to five years of age, and hearing aids and cochlear implants do not always completely restore hearing.
Dictation can allow students with transcription difficulties to still participate in the writing process and generate ideas.
Having spaces where students can go supports self-regulation and [individual deliberate ][practice].
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Visuals help students recognize relationships within words and sentences to develop literacy skills.
Decreasing extra audio input provides a focused learning environment.
Providing ways for students to adjust sound level supports individual auditory needs.
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