I am conducting a survey to investigate the strategies that professionals (and pre-professional students) use to facilitate listening and spoken language skill growth in children who are deaf or hard of hearing. Please consider participating in this study to further the knowledge in our field! CLICK HERE TO PARTICIPATE.
I often receive questions from parents, especially around the holidays, for suggestions of toys that will help their children grow listening, speech, and language skills… and have fun! This week’s tip helps you zero in on what kinds of toys promote language, and which you can walk right by in the toys store because they actually hurt your child’s language progress. Read on!
David Sousa shared insights from the field of educational neuroscience, which combines psychology, neuroscience, and pedagogy to study the interaction between mind, brain, and education. With technology influencing nearly every aspect of our lives, how has this changed the way children relate and learn? Continue reading →
Ronda Rufsvold, a PhD student in the Deaf Education program at Teachers College, Columbia University, under the direction of Dr. Wang, presented her research on quantity vs. quality of child directed language. Continue reading →
It is so exciting to read about people with hearing loss in the news accomplishing great things. Academic award winners, artists, actors, athletes — their stories raise public awareness about hearing loss and dispel stereotypes about people who are deaf or hard of hearing. Conversely, there are those people with hearing loss who struggle mightily — never achieving age-appropriate language abilities, falling behind in school, or failing to find employment. With such a broad spectrum of outcomes for people with hearing loss, how do we make sense of it all?
Enjoy this recording of my 3/25/2015 webinar for the Cochlear HOPE series, “The Catch-Up Game: Working with Children Who Receive Cochlear Implants Late.” Click CC in the lower right corner for captions.
When I tell people that my job is teaching children with hearing loss to listen and talk without the use of sign language, it usually stops people in their tracks for a minute. The first question I usually get is, “How?” which leads to a whole discussion about the auditory brain. The second most frequently asked question is, “So you teach lipreading, right?” Not exactly…