I. Course Title: Language Development and Literacy for the Deaf and Hard of Hearing
Students
II. Course Number: EDSP 628
III. Credit Hours: 3 credits
IV. Prerequisites: EDSP 526
V. Course Description:
Study of the complex nature of language acquisition and literacy in deaf/hard of hearing
students, and techniques for enhancing language and the teaching of reading and writing
to this population. Examines current theories and practices in reading and language
arts instruction for hearing as well as deaf/hard of hearing children. Presents methods
for assessing reading, writing, and language problems in deaf/hard of hearing children,
making adaptations and modifications to curriculum, integrating technology, and including
parents in the instructional process.
VI. Detailed Description of Content of the Course:
This course is designed to prepare teacher candidates to examine the complex nature
of language acquisition and literacy. It includes comprehension strategies, techniques
to instill appreciation of literature, strategies to foster independent reading and
strategies for modification and adaptation of curriculum. It covers the effect hearing
impairment has on both language and literacy development.
• Complex nature of language acquisition
- a. Knowledge of pragmatics, semantics, and syntax and their interaction
- b. Cultural and linguistic variations in language development and discourse
- c. Figurative language
• Normal development of reading, spelling and written expression
- a. Phonemic awareness / phonological awareness
- b. Phonics and orthographic instruction
- c. Decoding, word recognition skills, and vocabulary development
- d. Fluency
- e. Comprehension strategies
- f. Independent reading
- g. Literature appreciation
- h. Research based strategies to promote literacy development
• Development of reading, spelling, and written expression in deaf/hard of hearing
students
- a. Effects of hearing impairment on language and reading development
- b. Language and literacy in early childhood, adolescence and adulthood
- c. Phonemic awareness via Visual Phonics leading to phonological awareness
- d. Decoding, word recognition skills and vocabulary development
- e. Fluency in deaf/hard of hearing readers using an oral approach or manual approach
- f. Comprehension strategies
- g. Independent reading
- h. Literature appreciation
- i. Research based instructional strategies to promote literacy development
- j. Lesson plan development that promotes literacy and integrates technology
VI. Detailed Description of Conduct of Course:
Instructional strategies include, but are not limited to: lecture; videos and other
audiovisual materials; student participation and discussion; cooperative learning;
student projects, presentations; guest speakers, outside readings and internet use.
VII. Goals and Objectives of the Course:
Goals, objectives, and assignments in this class address the Council for Exceptional
Children (CEC) Initial Preparation Standards and related Knowledge and Skill Items,
as well as the Virginia Department of Education competencies and requirements for
preparing educators.
Upon successful completion of this course, students will be able to:
- Demonstrate understanding of the complex nature of language acquisition and reading
including phonemic awareness, concept of print, phonics, fluency, vocabulary development,
and comprehension strategies.
- Demonstrate understanding of speech and language development and the effects of sensory
loss and cultural diversity on typical language development.
- Demonstrate knowledge of current theories of spoken and signed language development
of individuals who are DHH and components of communication competence into programming
and planning for students.
- Develop individualized programming and instruction to accommodate various aspects
of hearing status and language development.
- Demonstrate understanding of the effects of having a hearing loss has on the production
and reception of English language development.
- Provide evidence based language activities and instruction across all academic areas
to promote print literacy and content area reading and writing through instruction
via spoken language and /or the signed language indigenous to the Deaf community.
- Demonstrate knowledge of how to promote development of language skills in children
using the child’s preferred communication mode (listening and spoken language or manual
communication-ASL, CASE, SEE, Cued Speech)
- Use strategies to support and enhance communication skills of individuals with exceptional
learning needs.
- Demonstrate knowledge of and proficiency in both spoken and visual communication modes
/ processes to enable student understanding and clarity of information presented.
- Design or modify a language-rich learning environment that maximizes opportunities
for visual and/or auditory learning and meets developmental and learning needs.
- Demonstrate knowledge of evidence based practices in early intervention services related
to the development of language of children who are DHH.
- Demonstrate knowledge of the effects of sensory input and cultural and linguistic
diversity on the development of language and learning and the production and reception
of speech.
- Administer, collect and analyze appropriate formative, summative and diagnostic assessments.
VIII. Assessment Measures:
Assessment measures include, but are not limited to:
- Class presentations
- Lesson plans
- Collect, transcribe and analyze a language sample from a deaf/hard of hearing child
- Exams
- Observation reports
- Complete literature review of evidenced based practices for deaf and hard of hearing
students and develop a plan for implementation
Other Course Information
None
Review and Approval
March 01, 2021