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All Children Can Read! A Tour of NCDB’s Literacy Website May 23, 2013 – Sponsored by National Consortium on Deaf-Blindness (NCDB) National Association for Deaf-Blind (NFADB) Your Tour Guides Nancy Steele and Barbara Purvis. www.nfadb.org.

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  1. All Children Can Read! A Tour of NCDB’s Literacy Website May 23, 2013 – Sponsored byNational Consortium on Deaf-Blindness (NCDB) National Association for Deaf-Blind (NFADB) Your Tour Guides Nancy Steele and Barbara Purvis www.nfadb.org The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326T060002. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.

  2. Thinking About Literacy Language development includes listening, speaking, reading and writing. That means that literacy and communication go hand in hand. This is true for all children!

  3. Listening (Receptive Communication) Reading Writing Speaking (Expressive Communication/Augmentative Communication) Oral and Written Language Development (Koppenhaver, Coleman, Kalman & Yoder, 1991; adapted from Teale & Sulzby, 1989)

  4. Thinking About Communication Listen (or watch signs; use other senses to take in information Speak (using words, signs or augmentative communication) Read (print, large type or Braille) Write (handwriting, Braille and/or the use of a computer, typewriter, word processor or other assistive technology

  5. Barriers To Literacy • Limited access • Limited knowledge • Emphasis on pre-requisite skills • Attitudes • Low expectations • Limited opportunities

  6. Looking at literacy from a new perspective

  7. Assumptions about Literacy • All children canbecome and are becoming literate. • Literacy development is founded on experiences and concepts beginning very early in life. • Literacy instruction must include a strong emphasis on communication and socialization. • Literacy exists along a continuum from emergent literacy to independent literacy.

  8. Effective Literacy Instruction • Motivation • Active Participation • Multiple Modalities • Natural Contexts Linda Burkhart http://www.Lburkhart.com

  9. Effective Literacy Instruction • Know the learner • Communication method(s) • Literacy focus area • Preferences and interests • Adaptations and accommodations • Plan meaningful activities • Provide appropriate environment and materials

  10. NCDB2.0Literacy Website http://literacy.nationaldb.org/

  11. Stages of Literacy Development Expanding Literacy Independent Literacy Early Independent Literacy Developing Literacy Emergent Literacy Early Emergent Literacy Building a Foundation for Literacy B. Purvis and N. Steele, 2012

  12. Five Components of Reading (National Reading Panel report, 2000) • Understanding, not just recognition • Knowledge of concepts and context • Opportunity and ability to demonstrate understanding

  13. Shifting Our Perspective Assumptions Literacy Development Continuum

  14. Literacy Development Continuum

  15. Shifting Our Perspective Literacy Skills Checklist

  16. Literacy Skills Checklist Designed to be completed with team input Provides guidance about which content area(s) are likely to be most helpful

  17. Content Areas • Eight individual pages • Found on the Menu Bar

  18. Content Areas New content recently added • Writing • Vocabulary Development • Comprehension • Increasing Fluency • Expanding Literacy Developed in partnership with Deaf-Blind Projects and classroom teachers

  19. Strategies • Research and evidence based • Provided for each content area

  20. Each opens to a new page • with implementation instructions

  21. Green text indicates a “pop-up”

  22. Blue text opens a link

  23. Likes and Dislikes Worksheet

  24. Appears on every Strategy page

  25. Printable Reminders

  26. Examples of resources related to communication • Ways of Communicating Washington Sensory Disability Services http://www.nationaldb.org/literacy/files/1013/1481/3254/WaysOfCommunicating.pdf • Communication Map Kathleen Stremel-Thomas Building a Foundation, Additional Resources • Communication Matrix Charity Rowland, Ph.D. Building a Foundation, Additional Resources

  27. Planning Section

  28. Spread the Word! 1-page Info sheet Distributed to PTIs shortly after launch of the website Included today for easy access

  29. Thank you • NFADB and NCDB for sponsoring the webinar • State Deaf-Blind Projects for partnering with NCDB to create the website and keep it growing • Every teacher, family member or individual who has contributed content, resources or examples • The many children, families, educators and service providers who continue to show us that “All children can read.” • Each of you for your interest in our work Questions? The contents of this presentation were developed under a grant from the U.S. Department of Education, #H326T060002. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.

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