Hover to see how factors connect to Hearing. Then click connected factors to explore strategies related to multiple factors.
We typically learn many early reading concepts through what we hear, but also what we can touch, see, and manipulate. Students may have hearing loss, Auditory Processing disorder, or difficulty with spoken language as a result of a broader neurological or developmental condition. Students with hearing loss can lack critical early learning experiences and accordingly may have difficulty developing foundational phonological skills.
Hearing is measured as the ability to hear sounds in the typical human range of approximately 20 - 20,000 Hz. Hearing loss typically impacts high frequency speech sounds (e.g., /sh/, /s/, /f/, /th/) more than other frequencies. However, students with auditory processing disorder may not have hearing loss, but still struggle with understanding the content and context of spoken language.
Students with hearing loss may learn sign language as their primary communicative language or as supportive communication access. Because hearing loss and other auditory processing issues sometimes take upwards of 5 years to diagnose, students with hearing loss are vulnerable to missing sensitive windows for development that can make some concepts harder to grasp. Hearing aids and cochlear implants do not always completely restore hearing or support full language comprehension. Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact other academic skills.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
As students are learning to read, they benefit from explicit, systematic phonics instruction.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
Free choice supports learner interests and allows more complex social interactions to develop.
Visualizing how ideas fit together helps students construct meaning and strengthen recall.
Having space where students can go supports Self-regulation and individual deliberate practice.
Creating patterns for remembering classroom processes, narrative structures, etc.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their reading 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 reading skills.
Decreasing extra audio input provides a focused learning environment.
Students who have had little exposure to the school's language can benefit from having books in their Primary Language in their classroom.
Providing ways for students to adjust sound level supports individual auditory needs.
A word wall helps build Vocabulary for reading fluidity.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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