WEBVTT 00:00:00.000 --> 00:00:02.866 [WILLIAM] I'd like to welcome you to today's webinar. 00:00:02.866 --> 00:00:08.633 I'm Will Eiserman and I am the associate director of the National Center 00:00:08.633 --> 00:00:11.633 for Hearing Assessment and Management, known as NCHAM 00:00:11.833 --> 00:00:14.966 at Utah State University and also 00:00:14.966 --> 00:00:18.500 the co-director of the EHDI NTRC 00:00:18.533 --> 00:00:22.500 or National Technical Resource Center, 00:00:22.600 --> 00:00:27.833 which is in existence with funding by HRSA to support 00:00:27.866 --> 00:00:31.533 the implementation of the EHDI system 00:00:31.633 --> 00:00:34.933 throughout the United States. 00:00:35.000 --> 00:00:39.266 And as a part of those activities, one of the things that we offer 00:00:39.266 --> 00:00:44.666 are these periodic webinars on topics of interest. 00:00:44.733 --> 00:00:47.533 This webinar is being recorded, 00:00:47.533 --> 00:00:51.666 So if anything disrupts your full participation 00:00:51.666 --> 00:00:57.300 in today's webinar, or if you think of individuals who you think might benefit 00:00:57.400 --> 00:01:01.533 from today's webinar but who are not attending live, 00:01:01.633 --> 00:01:06.033 you can direct them to our website in the next couple of days 00:01:06.133 --> 00:01:09.833 and you'll be able to stream this at any time that you'd like. 00:01:09.900 --> 00:01:15.533 And that website is infanthearing.org 00:01:15.600 --> 00:01:17.166 and we encourage you to go to 00:01:17.166 --> 00:01:21.233 infanthearing.org to look at a wide range of resources, 00:01:21.233 --> 00:01:25.200 in addition to all of our recorded webinars. 00:01:25.300 --> 00:01:29.966 We're delighted to have our presenters with us today 00:01:30.033 --> 00:01:34.233 from Columbia University and I'll allow them to each introduce 00:01:34.333 --> 00:01:38.266 themselves to you. Once they have wrapped up their comments 00:01:38.266 --> 00:01:42.166 today we’ll be opening up a Q&A field 00:01:42.166 --> 00:01:47.666 and inviting you to ask whatever questions or comments 00:01:47.666 --> 00:01:50.666 that you would like our presenters to respond to. 00:01:50.900 --> 00:01:53.566 Hold your questions until you're invited to do that. 00:01:53.566 --> 00:01:58.100 We're not going to be monitoring questions while they are presenting 00:01:58.366 --> 00:02:01.366 and maybe your question will be answered 00:02:01.400 --> 00:02:05.466 as a part of their prepared remarks. 00:02:05.566 --> 00:02:08.933 A shout out to our interpreter and hopefully to our captioner 00:02:08.933 --> 00:02:14.466 who will be joining us shortly for your assistance in helping us 00:02:14.566 --> 00:02:15.766 provide the most 00:02:15.766 --> 00:02:18.766 accessible learning opportunities possible. 00:02:18.766 --> 00:02:23.533 So without any further delay, I'd like to welcome our presenters, 00:02:23.600 --> 00:02:28.233 doctors Elaine Smolen and Brynne Powell 00:02:28.333 --> 00:02:32.533 from Columbia University. 00:02:32.600 --> 00:02:33.366 [ELAINE] Thank you so much 00:02:33.366 --> 00:02:39.166 Will. I'm Elaine Smolen, and I am here with our program director, Maria Hartman. 00:02:39.233 --> 00:02:42.600 We also had tremendous support on this project from Brynne Powell, 00:02:42.633 --> 00:02:44.966 who is one of our advanced doctoral students. 00:02:44.966 --> 00:02:46.600 So we are excited to share with you 00:02:46.600 --> 00:02:50.866 some of our research and some of the information that we know 00:02:50.866 --> 00:02:55.100 about getting ready to be readers pre literacy during the EHDI period. 00:02:55.300 --> 00:02:57.666 Both Maria and I are faculty members in the Deaf 00:02:57.666 --> 00:03:00.400 and Hard of Hearing Education Program at Teachers College. 00:03:00.400 --> 00:03:04.700 Columbia University. 00:03:04.766 --> 00:03:07.533 Here are disclosures and we will be talking about 00:03:07.533 --> 00:03:11.233 one of the tools that we have helped co-develop today. 00:03:11.400 --> 00:03:15.200 We don't receive any royalties or compensation from its sale 00:03:15.266 --> 00:03:18.866 and I'm hard of hearing and use hearing aids. 00:03:18.933 --> 00:03:21.966 Okay, so here's what we're planning to cover this afternoon. 00:03:22.166 --> 00:03:26.133 We're going to be talking about theories and research on what's sometimes 00:03:26.200 --> 00:03:27.466 called the science of reading. 00:03:27.466 --> 00:03:31.300 We'll get into what that means and how that applies to the EHDI period. 00:03:31.366 --> 00:03:33.866 We'll be talking about what we call stage zero 00:03:33.866 --> 00:03:37.166 in learning to read, which is the pre reading period. 00:03:37.233 --> 00:03:39.733 We'll be learning about tools that you can use to track 00:03:39.733 --> 00:03:42.733 and target those pre reading skills that we're going to cover. 00:03:42.933 --> 00:03:47.266 And then throughout all of this, as deaf educators, we can't help infuse 00:03:47.533 --> 00:03:49.300 all the information that we know about 00:03:49.300 --> 00:03:52.300 reading development for children who are deaf or hard of hearing. 00:03:52.300 --> 00:03:53.866 So we'll be specifically talking 00:03:53.866 --> 00:03:57.800 about these stages which cover pre reading development for all children, 00:03:57.800 --> 00:04:00.900 but we'll be talking about the special considerations, special tools 00:04:00.900 --> 00:04:02.300 and special things that we need to think 00:04:02.300 --> 00:04:05.900 about as professionals and parents and other people who work in the field. 00:04:06.166 --> 00:04:09.600 When we're thinking about our infants and toddlers and young children 00:04:09.733 --> 00:04:14.866 who are deaf or hard of hearing. 00:04:14.933 --> 00:04:17.933 [MARIA] Okay, Thank you, Elaine. 00:04:18.166 --> 00:04:22.366 My good colleague here at Teachers College 00:04:22.433 --> 00:04:25.933 today, I will be talking a lot 00:04:25.933 --> 00:04:29.333 about the foundations of reading 00:04:29.400 --> 00:04:32.066 in typically hearing children 00:04:32.066 --> 00:04:35.600 and then how we know about that 00:04:35.600 --> 00:04:40.366 development can be applied to our students who are deaf or hard 00:04:40.366 --> 00:04:45.833 of hearing. Everything that we talk about today 00:04:45.900 --> 00:04:49.966 will-is something that you can learn 00:04:49.966 --> 00:04:53.566 more about through these two websites. 00:04:53.566 --> 00:04:58.566 One is Reading Rockets and the other is Colorin 00:04:58.566 --> 00:05:01.000 Colorado, 00:05:01.000 --> 00:05:05.966 which is the Spanish version of reading rockets. 00:05:06.066 --> 00:05:11.200 Both of these websites are federally funded literacy initiative 00:05:11.266 --> 00:05:15.766 and they offer lots of good information and resources 00:05:15.833 --> 00:05:18.833 for anyone who works with young readers. 00:05:18.966 --> 00:05:23.100 So you might be a parent or a caregiver, 00:05:23.200 --> 00:05:27.766 you might be an early interventionist or an SLP. 00:05:27.833 --> 00:05:30.033 You might be a teacher. 00:05:30.033 --> 00:05:35.400 Any one of us who work with children who are young and preparing to become 00:05:35.400 --> 00:05:39.400 readers would benefit from taking a look 00:05:39.400 --> 00:05:42.966 at these sites and the resources they use. 00:05:43.066 --> 00:05:46.666 We like these sites because they're research based 00:05:46.666 --> 00:05:51.333 and there's evidence to show that the skills and strategy these 00:05:51.433 --> 00:05:55.666 they present are valid. 00:05:55.733 --> 00:05:56.100 Okay? 00:05:56.100 --> 00:06:01.600 So they're not they're not about deaf and hard of hearing children 00:06:01.666 --> 00:06:03.100 specifically, 00:06:03.100 --> 00:06:06.133 but they are grounded in the same science. 00:06:06.133 --> 00:06:10.300 And the idea that deaf and hard of hearing children need to learn 00:06:10.300 --> 00:06:16.300 the same things about reading that typically hearing children do. 00:06:16.366 --> 00:06:19.766 So we can go to the next slide. 00:06:19.833 --> 00:06:20.566 Okay. 00:06:20.566 --> 00:06:25.000 And let's just start all together 00:06:25.066 --> 00:06:27.700 thinking about what we know 00:06:27.700 --> 00:06:31.733 as parents or as teachers or as caregivers, 00:06:31.800 --> 00:06:35.166 as early interventionists or SLPs. 00:06:35.266 --> 00:06:40.066 What do we know about typical reading development? 00:06:40.133 --> 00:06:41.766 Why is it important? 00:06:41.766 --> 00:06:46.433 And then what does that mean for the children that we work with? 00:06:46.500 --> 00:06:50.666 So to help us start thinking about what we know, 00:06:50.766 --> 00:06:54.133 let's take a look at the first question. 00:06:54.200 --> 00:06:55.700 Okay. 00:06:55.700 --> 00:06:59.266 Often in early reading programs, 00:06:59.333 --> 00:07:04.866 there'll be a section on reading nonsense words. 00:07:04.966 --> 00:07:10.933 So words like flep and tridding and 00:07:11.000 --> 00:07:14.633 pertollic, which are not words. 00:07:14.700 --> 00:07:15.766 Right? 00:07:15.766 --> 00:07:18.566 But why is it useful to know 00:07:18.566 --> 00:07:21.566 if a student can read those words? 00:07:21.800 --> 00:07:26.533 Why would a teacher or an interventionist want to know 00:07:26.600 --> 00:07:31.166 that a young reader could read those words? 00:07:31.266 --> 00:07:32.266 Right. 00:07:32.266 --> 00:07:35.600 And then number two, what does it mean 00:07:35.600 --> 00:07:39.666 if a five year old child reads, 00:07:39.766 --> 00:07:45.833 pez tak me yet u 00:07:45.900 --> 00:07:50.666 and you can see how those are written on the slide 00:07:50.733 --> 00:07:53.566 And then the translation. 00:07:53.566 --> 00:07:59.400 Please take me with you in the parentheses. 00:07:59.500 --> 00:08:02.066 So you or you might be thinking 00:08:02.066 --> 00:08:07.400 that what these two instances help us know 00:08:07.466 --> 00:08:11.833 is that the child who can read nonsense words 00:08:11.900 --> 00:08:16.133 and the child who can write a sentence like that 00:08:16.200 --> 00:08:21.733 are children who are aware of the phonemes 00:08:21.733 --> 00:08:26.033 system in English. 00:08:26.100 --> 00:08:29.700 So - [WILLIAM] can I interrupt you for just one moment? 00:08:29.700 --> 00:08:34.333 I just want to let everyone know that the closed captioning 00:08:34.366 --> 00:08:37.966 option is now available on your screen. 00:08:38.033 --> 00:08:41.433 You just need to click the CC show captions 00:08:41.433 --> 00:08:45.266 button at the bottom of your screen to enable them. 00:08:45.333 --> 00:08:49.733 Sorry to interrupt you. [ELAINE] That's okay. 00:08:49.800 --> 00:08:50.800 All right. 00:08:50.800 --> 00:08:53.833 So a skilled reader, as I was saying, 00:08:53.833 --> 00:08:58.066 can easily pronounce those words, 00:08:58.066 --> 00:09:03.266 even though they're not words and still have 00:09:03.366 --> 00:09:08.566 cognitive room to make meaning from what they're reading. 00:09:08.633 --> 00:09:13.066 You're a less skilled reader, has a harder time 00:09:13.200 --> 00:09:16.200 sounding out those words. 00:09:16.366 --> 00:09:18.866 A student who can write, 00:09:18.866 --> 00:09:22.866 Please take me with you 00:09:22.966 --> 00:09:26.766 is showing that they are at early phonetic 00:09:26.866 --> 00:09:31.700 or the sounds spelling stage and both of these students 00:09:31.700 --> 00:09:35.566 show a fairly well-developed awareness of speech. 00:09:35.566 --> 00:09:37.500 Sounds right. 00:09:37.500 --> 00:09:41.366 Maybe not so much of standard spelling yet, 00:09:41.433 --> 00:09:44.766 but that will come with instruction. 00:09:44.866 --> 00:09:47.866 So a big part of early reading 00:09:48.000 --> 00:09:51.433 is knowing about letters and sounds 00:09:51.500 --> 00:09:55.866 and then knowing how those letters and sounds 00:09:55.966 --> 00:10:00.966 sound like speech when we read. 00:10:01.066 --> 00:10:04.433 And then finally, which words do good readers 00:10:04.433 --> 00:10:08.600 skip as they read along at a good pace? 00:10:08.666 --> 00:10:11.566 So this is a fluency question 00:10:11.566 --> 00:10:14.800 and I would have answered it incorrectly 00:10:14.800 --> 00:10:18.366 in the beginning of my work in reading. 00:10:18.466 --> 00:10:23.500 But now I can say that science shows us that good readers give 00:10:23.666 --> 00:10:27.400 almost no words 00:10:27.466 --> 00:10:30.933 because at faster than lightning speed, 00:10:31.033 --> 00:10:34.033 our brains process every letter 00:10:34.033 --> 00:10:38.333 of almost every word as we read. 00:10:38.400 --> 00:10:40.633 So we can't skip words 00:10:40.633 --> 00:10:43.633 and get the same meaning 00:10:43.666 --> 00:10:46.533 that we would if we read them all. 00:10:46.533 --> 00:10:50.800 Now, as I mentioned before, deaf and hard of hearing readers 00:10:50.866 --> 00:10:55.866 need to learn the same things that hearing readers learn. 00:10:55.966 --> 00:11:00.566 They might need more time and they might need more support 00:11:00.666 --> 00:11:03.666 and they might need different scaffolds, 00:11:03.700 --> 00:11:06.700 but they need to learn the same things. 00:11:06.833 --> 00:11:09.600 And we'll go into that here 00:11:09.600 --> 00:11:13.333 in our next number of slides. 00:11:13.400 --> 00:11:15.400 What I often tell 00:11:15.400 --> 00:11:21.166 the students that I work with is the more you know about reading 00:11:21.166 --> 00:11:27.200 and how it develops, the more you are able to help the children that you work with. 00:11:27.266 --> 00:11:31.000 So in order to develop our common understanding 00:11:31.066 --> 00:11:34.833 here, we're going to look at 00:11:34.933 --> 00:11:38.966 something called the simple view of Reading, 00:11:39.033 --> 00:11:43.300 developed by Goff and Turner in 1986 00:11:43.366 --> 00:11:47.533 and then revised a little bit more a few years 00:11:47.533 --> 00:11:51.333 later by Hoover and Goff. 00:11:51.433 --> 00:11:54.633 And according to this simple view of reading, 00:11:54.733 --> 00:11:57.400 people need two things 00:11:57.400 --> 00:12:00.833 in order to gain meaning from what they read. 00:12:00.900 --> 00:12:04.466 They need to be able to decode 00:12:04.533 --> 00:12:07.733 and they need to know the language 00:12:07.800 --> 00:12:11.333 of the print that they're reading. 00:12:11.400 --> 00:12:13.633 So if we're reading English, 00:12:13.633 --> 00:12:18.100 we need to know the English language. 00:12:18.166 --> 00:12:19.666 Now, at the time, 00:12:19.666 --> 00:12:25.166 in the 1980s, the whole language movement was very popular 00:12:25.266 --> 00:12:29.600 and some scientists wanted to remind 00:12:29.600 --> 00:12:33.266 those of us who teach reading that 00:12:33.366 --> 00:12:36.600 the role of decoding is really important. 00:12:36.800 --> 00:12:39.800 That whole word reading is is 00:12:39.800 --> 00:12:43.200 typically not how the brain learns to read 00:12:43.300 --> 00:12:48.000 that we need to be able to decode or sound out words. 00:12:48.100 --> 00:12:51.466 And they proposed this simple view of reading 00:12:51.466 --> 00:12:55.300 as a mathematical formula with three variables. 00:12:55.300 --> 00:12:56.233 Right? 00:12:56.233 --> 00:12:59.466 And if we know two of the variables, 00:12:59.566 --> 00:13:03.866 if we know how well a child can decode 00:13:03.966 --> 00:13:08.833 and know that they have the language of the print that they're reading, 00:13:08.900 --> 00:13:13.466 they can attain reading comprehension. 00:13:13.566 --> 00:13:18.933 Okay, if they have decoding skills, 00:13:19.033 --> 00:13:21.400 but maybe they don't know 00:13:21.400 --> 00:13:26.533 a lot of the language that they're reading. 00:13:26.600 --> 00:13:29.300 Their reading comprehension will suffer. 00:13:29.300 --> 00:13:32.300 So you see that middle line 00:13:32.500 --> 00:13:35.500 word recognition, decoding, 00:13:35.700 --> 00:13:38.666 but not much language 00:13:38.666 --> 00:13:42.133 does not result in reading comprehension. 00:13:42.200 --> 00:13:44.400 And then the final line, 00:13:44.400 --> 00:13:48.166 if you don't know how to decode, 00:13:48.233 --> 00:13:51.166 even if you do know language, 00:13:51.166 --> 00:13:55.566 it still will not result in reading comprehension 00:13:55.666 --> 00:14:00.866 because reading is about taking the symbols on the page 00:14:00.933 --> 00:14:05.966 and turning them into speech or turning them into language. 00:14:06.033 --> 00:14:10.200 So to help us understand this formula even more, 00:14:10.300 --> 00:14:14.066 let's look at some simple children's text. 00:14:14.133 --> 00:14:17.866 So I'm going to demonstrate how I am. 00:14:17.866 --> 00:14:21.966 That first line on the simple view of reading. 00:14:22.066 --> 00:14:26.966 I have word recognition, I have language comprehension 00:14:27.066 --> 00:14:31.666 so I can understand what I read 00:14:31.733 --> 00:14:35.866 and I'm sure will be the same for you here. In March 00:14:35.866 --> 00:14:39.766 the wind blows down the door and spills 00:14:39.766 --> 00:14:42.766 my soup upon the floor. 00:14:42.966 --> 00:14:45.466 It laps it up and roars 00:14:45.466 --> 00:14:50.600 for more blowing once, blowing twice, 00:14:50.666 --> 00:14:54.566 blowing chicken soup with rice. 00:14:54.666 --> 00:14:57.266 So because I can decode 00:14:57.266 --> 00:15:01.200 and because I know the language of print, 00:15:01.300 --> 00:15:07.366 I can read fluently at a good pace, I can 00:15:07.433 --> 00:15:08.900 impose 00:15:08.900 --> 00:15:13.633 intonation and prosody into what I'm reading 00:15:13.700 --> 00:15:17.266 and therefore I have reading comprehension. 00:15:17.333 --> 00:15:20.533 Let's think about the second line 00:15:20.600 --> 00:15:23.866 of that mathematical formula. 00:15:23.933 --> 00:15:28.200 So this this page is written in German, 00:15:28.300 --> 00:15:31.100 and I don't know German, 00:15:31.100 --> 00:15:35.933 but because it's a phonetic language 00:15:36.000 --> 00:15:39.066 I can sort of decode, right? 00:15:39.066 --> 00:15:45.266 I can say the words. Vom kleinen Maulwurf 00:15:45.333 --> 00:15:51.266 Der wissen wollte ... and I'll stop there 00:15:51.333 --> 00:15:53.566 so I can pronounce those words. 00:15:53.566 --> 00:15:56.300 But because I don't know German, 00:15:56.300 --> 00:16:00.566 I don't have language comprehension in that language. 00:16:00.633 --> 00:16:05.033 So this results in my not having 00:16:05.033 --> 00:16:09.466 reading comprehension for this page. 00:16:09.533 --> 00:16:10.000 Okay. 00:16:10.000 --> 00:16:13.000 So I can pronounce, I can decode, 00:16:13.166 --> 00:16:15.766 but I don't have language comprehension, 00:16:15.766 --> 00:16:19.033 so I don't understand. 00:16:19.100 --> 00:16:22.100 And then the third scenario, 00:16:22.200 --> 00:16:27.000 I have neither decoding skills 00:16:27.100 --> 00:16:30.100 or language comprehension. 00:16:30.300 --> 00:16:36.633 This is Russian, and Russian has a different alphabetic system 00:16:36.733 --> 00:16:39.566 and clearly a different language. 00:16:39.566 --> 00:16:44.000 I can neither pronounce these words 00:16:44.066 --> 00:16:47.333 or understand what I what they say, 00:16:47.400 --> 00:16:49.666 so I do not have any reading 00:16:49.666 --> 00:16:52.933 comprehension of this selection. 00:16:53.000 --> 00:16:56.633 So when we think about our deaf students, 00:16:56.700 --> 00:17:02.333 we think about how many sounds they can hear 00:17:02.400 --> 00:17:05.666 and how they can use those sounds 00:17:05.766 --> 00:17:09.466 to make connections to print. 00:17:09.533 --> 00:17:12.466 And we know that often our students 00:17:12.466 --> 00:17:16.666 are not hearing all the sounds. 00:17:16.733 --> 00:17:20.566 So we know immediately that decoding will be 00:17:20.566 --> 00:17:24.666 something they need more support with. 00:17:24.766 --> 00:17:29.433 We also know that because deaf and hard of hearing children 00:17:29.533 --> 00:17:32.533 may hear less sound 00:17:32.633 --> 00:17:35.533 even through their devices, 00:17:35.533 --> 00:17:38.533 they may have less access 00:17:38.533 --> 00:17:41.766 to what fluent language sounds like, 00:17:41.866 --> 00:17:45.433 so they may have less language comprehension 00:17:45.533 --> 00:17:48.433 or less of an understanding 00:17:48.433 --> 00:17:52.933 of the language they are expected to read. 00:17:53.000 --> 00:17:57.533 So they're reading comprehension suffers. 00:17:57.600 --> 00:17:59.000 Okay, so that's a quick 00:17:59.000 --> 00:18:02.000 overview of the simple view of reading. 00:18:02.266 --> 00:18:06.733 And now let's let's go back and look at what this means 00:18:06.733 --> 00:18:09.900 in terms of brain functioning. 00:18:10.000 --> 00:18:14.800 So you probably remember from your college courses 00:18:14.800 --> 00:18:20.333 or maybe just from your wide reading that language is innate, 00:18:20.400 --> 00:18:26.266 that human beings are born to be social 00:18:26.333 --> 00:18:30.133 and learning to communicate with each other 00:18:30.133 --> 00:18:35.633 is something that humans seem predisposed for. 00:18:35.700 --> 00:18:38.333 There are actually parts of the brain 00:18:38.333 --> 00:18:42.633 that we know are the language areas, right? 00:18:42.700 --> 00:18:48.333 And we know this because when someone has a stroke, 00:18:48.433 --> 00:18:52.266 these areas of the brain no longer function 00:18:52.366 --> 00:18:55.066 the way they did before. 00:18:55.066 --> 00:18:57.066 So we we know 00:18:57.066 --> 00:19:01.866 there are specific areas that are devoted to language production 00:19:01.866 --> 00:19:08.033 and language understanding, but there are no areas of the brain 00:19:08.100 --> 00:19:13.133 that are devoted to reading on its own. 00:19:13.200 --> 00:19:13.533 Okay. 00:19:13.533 --> 00:19:18.533 Reading is a new ability in the human in human history. 00:19:18.733 --> 00:19:20.900 It's fairly recent. 00:19:20.900 --> 00:19:25.233 So our brains have not yet had time to specify 00:19:25.233 --> 00:19:29.766 genes or areas that are connected to reading. 00:19:29.866 --> 00:19:32.866 So to successfully read and write, 00:19:32.966 --> 00:19:37.566 the brain has to take other parts that were maybe designed 00:19:37.566 --> 00:19:40.866 for something else and make connections 00:19:41.100 --> 00:19:44.966 so that those brains can learn to read. 00:19:45.033 --> 00:19:48.333 So we'll take a look now at our next slide 00:19:48.433 --> 00:19:53.933 and we can see that those little green areas 00:19:54.000 --> 00:19:56.600 at the back of the brain 00:19:56.600 --> 00:20:01.600 become involved with the speech areas 00:20:01.666 --> 00:20:03.400 during reading. 00:20:03.400 --> 00:20:08.000 So the language areas are those yellow areas. 00:20:08.066 --> 00:20:12.800 And then to become a reader, the brain has to engage 00:20:12.866 --> 00:20:15.833 some of the visual areas, right? 00:20:15.833 --> 00:20:21.566 We have to look at the print and the print has to activate 00:20:21.666 --> 00:20:27.766 the language areas of the brain, those those yellow areas. 00:20:27.833 --> 00:20:28.500 Now, many 00:20:28.500 --> 00:20:31.533 children learn to read by themselves. 00:20:31.666 --> 00:20:35.900 They learn to read through rich experiences with books 00:20:35.900 --> 00:20:39.700 and with caregivers who read to them. 00:20:39.766 --> 00:20:44.600 Many readers learn to infer the rules of reading, 00:20:44.666 --> 00:20:48.166 but most children don't. 00:20:48.233 --> 00:20:51.233 Most children require 00:20:51.466 --> 00:20:56.666 structure literacy, teaching, 00:20:56.733 --> 00:20:59.366 and we'll talk more about that later. 00:20:59.366 --> 00:21:03.600 But just so you have an idea of what's going on in the brain, 00:21:03.700 --> 00:21:06.700 to elaborate a little further, 00:21:06.766 --> 00:21:11.166 we'll take a look at this brain 00:21:11.266 --> 00:21:14.266 over a period of time 00:21:14.433 --> 00:21:17.800 that is showing what happens in the brain 00:21:17.866 --> 00:21:21.633 when someone speaks, okay? 00:21:21.633 --> 00:21:26.933 And this is we have this information through neuroscience and neuro imaging. 00:21:27.000 --> 00:21:32.800 We can see the parts of the brain that are activated when someone speaks. 00:21:32.866 --> 00:21:37.333 So if you look on the left, 00:21:37.400 --> 00:21:42.066 55 milliseconds when someone speaks, 00:21:42.066 --> 00:21:45.866 activity starts in that small spot 00:21:45.933 --> 00:21:50.666 that's roughly in the middle of the left side of the brain. 00:21:50.766 --> 00:21:53.966 But then in less than a second, right 00:21:53.966 --> 00:22:00.866 at 170 milliseconds and 250 milliseconds, 00:22:00.933 --> 00:22:05.400 that activation spread downward and forward 00:22:05.500 --> 00:22:09.700 until a big chunk of the left side 00:22:09.766 --> 00:22:13.033 is activated or lights up. 00:22:13.100 --> 00:22:15.666 So the part of the brain that is lit up 00:22:15.666 --> 00:22:20.500 here is the part of the brain that deals with speech. 00:22:20.566 --> 00:22:27.100 Notice that the back of the brain is dark. 00:22:27.166 --> 00:22:30.166 It isn't activated at all. 00:22:30.300 --> 00:22:33.566 So the back part of the brain 00:22:33.633 --> 00:22:37.500 is not involved in speech. 00:22:37.600 --> 00:22:43.100 Let's see on the next slide what it is involved in. 00:22:43.166 --> 00:22:47.266 Okay, So this time we're looking at the brain 00:22:47.266 --> 00:22:52.333 of someone who is reading a word. 00:22:52.400 --> 00:22:55.700 Okay, at 55 milliseconds, 00:22:55.700 --> 00:22:59.966 where does activity begin? 00:23:00.066 --> 00:23:03.066 Not in the middle, 00:23:03.066 --> 00:23:05.600 as we saw in the last 00:23:05.600 --> 00:23:09.233 slide for someone who's speaking, 00:23:09.300 --> 00:23:12.766 but in the back of the brain, 00:23:12.833 --> 00:23:16.333 which is the visual area. 00:23:16.400 --> 00:23:19.400 So even though that little red spot 00:23:19.666 --> 00:23:22.966 seems far away from your eyes, 00:23:23.033 --> 00:23:27.666 that's where visual signals are sent. 00:23:27.766 --> 00:23:29.800 And if this were the brain 00:23:29.800 --> 00:23:34.400 of someone who could not read, 00:23:34.466 --> 00:23:35.666 that signal would 00:23:35.666 --> 00:23:41.233 stop right there because the person wouldn't recognize letters 00:23:41.300 --> 00:23:46.166 as something that's related to language. 00:23:46.233 --> 00:23:48.733 Okay, But this is the brain of a reader. 00:23:48.733 --> 00:23:53.333 So the signal does not end in the back of the brain. 00:23:53.400 --> 00:23:57.266 What happens to it? 00:23:57.366 --> 00:23:59.766 We can go to the next slide. 00:23:59.766 --> 00:24:05.300 So instead of stopping, we see activity spreading from the back of the brain 00:24:05.300 --> 00:24:10.166 along the bottom surface and into the whole middle area, 00:24:10.266 --> 00:24:13.933 which is the area that's responsible for speech. 00:24:14.000 --> 00:24:17.566 So what we're seeing here is the written word 00:24:17.766 --> 00:24:21.033 triggering speech. 00:24:21.133 --> 00:24:22.966 And this happens 00:24:22.966 --> 00:24:28.466 whether you actually read out loud or not, 00:24:28.566 --> 00:24:29.300 the same 00:24:29.300 --> 00:24:33.366 circuit is involved in articulating a word 00:24:33.466 --> 00:24:38.666 or just recognizing it once you've become a reader. 00:24:38.766 --> 00:24:41.633 Ken Hughes says in reading, 00:24:41.633 --> 00:24:45.900 the visual area of the brain integrates 00:24:46.000 --> 00:24:49.600 with the speech area. 00:24:49.666 --> 00:24:52.666 Okay, so between these two 00:24:52.666 --> 00:24:57.733 zones, the visuals alone at the back of the brain and the spoken 00:24:57.733 --> 00:25:01.300 language zone in the middle of the brain 00:25:01.366 --> 00:25:04.366 become connected. 00:25:04.566 --> 00:25:07.866 So in a sense, if you have learned to read, 00:25:07.866 --> 00:25:12.033 you have built that area of your brain 00:25:12.133 --> 00:25:15.900 and we're going to call that visual area. 00:25:15.933 --> 00:25:19.200 The brain's litterbox. 00:25:19.266 --> 00:25:21.566 And you saw the little gif 00:25:21.566 --> 00:25:24.566 of how that activation moves 00:25:24.766 --> 00:25:28.266 forward in the brain of a reader. 00:25:28.366 --> 00:25:30.966 Okay, So 00:25:30.966 --> 00:25:33.666 these are things that happen in the brain. 00:25:33.666 --> 00:25:37.533 There's this homemade part of the brain that's really flexible. 00:25:37.533 --> 00:25:41.800 Once it's built right, you can read 00:25:41.866 --> 00:25:44.866 different types of fonts, 00:25:44.866 --> 00:25:48.366 you can read different sized letters, 00:25:48.466 --> 00:25:53.766 you can read sentences that are 00:25:53.866 --> 00:25:55.733 all connected together. 00:25:55.733 --> 00:25:59.933 You can read sentences where capitals 00:25:59.933 --> 00:26:04.300 and lowercase letters are mixed up, 00:26:04.366 --> 00:26:04.733 right? 00:26:04.733 --> 00:26:11.233 Your brain can handle all those print variations automatically, 00:26:11.300 --> 00:26:14.666 but you still have to learn 00:26:14.766 --> 00:26:17.300 what the words say. 00:26:17.300 --> 00:26:19.400 So if you look at the second column 00:26:19.400 --> 00:26:23.133 on the slide, you have to learn 00:26:23.233 --> 00:26:25.633 that the first letter up at 00:26:25.633 --> 00:26:29.300 the top is called P, 00:26:29.366 --> 00:26:33.766 and that P usually makes the sound 00:26:33.833 --> 00:26:38.166 the first sound in the word pen 00:26:38.266 --> 00:26:39.700 it doesn't matter 00:26:39.700 --> 00:26:43.833 what the P looks like, it can be a lowercase p 00:26:43.966 --> 00:26:49.233 or a script P or a P that's filled in. 00:26:49.333 --> 00:26:53.933 It still says “puh”, as in Pen. 00:26:54.000 --> 00:26:57.433 Okay, so that part you had to learn. 00:26:57.500 --> 00:27:01.300 And there are lots of other things that kids need to learn too, 00:27:01.300 --> 00:27:07.366 when they're becoming readers of English and that's on the next slide. 00:27:07.433 --> 00:27:14.166 English is the more phonemic language, 00:27:14.266 --> 00:27:19.266 meaning words are made of letters 00:27:19.366 --> 00:27:22.166 that have individual sounds right? 00:27:22.166 --> 00:27:28.000 They have the phonemes and words are made of groups of letters 00:27:28.066 --> 00:27:33.133 that change sound depending on their grouping. 00:27:33.200 --> 00:27:35.466 So all of this is 00:27:35.466 --> 00:27:38.966 what children need to learn in English. 00:27:38.966 --> 00:27:47.633 When you see a word beginning with P, it could represent the “puh” sound, 00:27:47.700 --> 00:27:52.700 but it could also represent the “fuh” sound. 00:27:52.766 --> 00:27:56.900 As in “photo” 00:27:56.966 --> 00:27:59.433 or it could represent 00:27:59.433 --> 00:28:05.100 it could be silent, as in pterodactyl, 00:28:05.200 --> 00:28:07.966 and give the interpreter a minute 00:28:07.966 --> 00:28:11.633 to get through that. 00:28:11.700 --> 00:28:13.933 Right in Spanish, 00:28:13.933 --> 00:28:20.100 the symbol P always stands for the “puh” sound. 00:28:20.200 --> 00:28:25.233 Words like “pastel” meaning “cake” 00:28:25.333 --> 00:28:28.700 or words like “por” 00:28:28.766 --> 00:28:33.066 P O R meaning “for”. 00:28:33.166 --> 00:28:36.600 P always makes the “puh” sound, 00:28:36.700 --> 00:28:39.533 but not in English, right? 00:28:39.533 --> 00:28:42.466 In English we have words that have 00:28:42.466 --> 00:28:47.266 the p h like alphabet 00:28:47.333 --> 00:28:50.000 and dolphin 00:28:50.000 --> 00:28:52.500 and nephew. 00:28:52.500 --> 00:28:55.233 And why do we have those words? 00:28:55.233 --> 00:28:58.266 Because in English, lots of words 00:28:58.366 --> 00:29:02.266 are borrowed from other languages 00:29:02.333 --> 00:29:08.966 and the PH sound is borrowed from the Greek. 00:29:09.033 --> 00:29:11.300 So kids have to learn that P 00:29:11.300 --> 00:29:16.433 doesn't always make the “puh” sound. 00:29:16.500 --> 00:29:18.166 If you look at the letter 00:29:18.166 --> 00:29:21.166 E in the middle column, 00:29:21.366 --> 00:29:25.966 there are at least six possibilities 00:29:26.033 --> 00:29:30.733 for how to sound out E 00:29:30.800 --> 00:29:35.633 it can sound like “eh” as in “end” 00:29:35.700 --> 00:29:40.133 or E, the long E as in “eat”, 00:29:40.200 --> 00:29:43.200 it can sound like I 00:29:43.366 --> 00:29:46.866 as in your eyeball. 00:29:46.966 --> 00:29:54.400 It can sound like “er” as in early 00:29:54.466 --> 00:30:00.400 and it can sound like “A” as in eight. 00:30:00.466 --> 00:30:03.800 So English readers have to learn a lot 00:30:04.000 --> 00:30:07.200 not only about individual sounds, 00:30:07.300 --> 00:30:14.533 but about specific patterns of sounds. 00:30:14.600 --> 00:30:18.966 Okay, we have words like “help” 00:30:19.066 --> 00:30:21.466 - sorry, words like “health”, 00:30:21.466 --> 00:30:24.933 which has four sounds in it, 00:30:25.033 --> 00:30:26.000 right? 00:30:26.000 --> 00:30:31.466 Looks like it should be pronounced hee-lph, 00:30:31.566 --> 00:30:34.566 but it's health because of the root word 00:30:34.666 --> 00:30:38.100 “heal”. Interesting. 00:30:38.200 --> 00:30:40.833 Okay, so all of this has to be learned. 00:30:40.833 --> 00:30:45.866 So maybe you've seen this Nancy Young graphic. 00:30:45.933 --> 00:30:49.566 She she notes that very few children 00:30:49.566 --> 00:30:54.466 up there in the in the green section learn to read, 00:30:54.533 --> 00:30:57.966 seemingly without effort. 00:30:58.066 --> 00:31:01.700 But all of those other children 00:31:01.766 --> 00:31:03.800 need instruction. 00:31:03.800 --> 00:31:09.633 And a good rule of thumb is the more challenges a child has, 00:31:09.733 --> 00:31:14.000 the more structured their needs, 00:31:14.066 --> 00:31:19.600 the their instruction needs to become. 00:31:19.666 --> 00:31:22.100 Okay, I'll do this 00:31:22.100 --> 00:31:26.266 these last two slides, and then Elaine will take over 00:31:26.333 --> 00:31:29.333 in the early 2000s. 00:31:29.366 --> 00:31:33.100 The work of the National Reading Panel 00:31:33.166 --> 00:31:38.166 helped us know that there were five important areas 00:31:38.266 --> 00:31:40.300 for reading instruction. 00:31:40.300 --> 00:31:43.933 These were five areas that most children 00:31:44.000 --> 00:31:47.700 need direct instruction of them. 00:31:47.800 --> 00:31:51.633 In terms of the EHDI period, 00:31:51.733 --> 00:31:56.366 phonological awareness develops for years 00:31:56.433 --> 00:31:59.400 before children are expected 00:31:59.400 --> 00:32:02.400 to look at print on a page. 00:32:02.633 --> 00:32:06.766 So we we know that typically hearing children 00:32:06.766 --> 00:32:10.166 listen to language for years 00:32:10.233 --> 00:32:12.733 before they go to school 00:32:12.733 --> 00:32:15.900 and then start looking at the relationship 00:32:15.900 --> 00:32:19.233 between letters and phonemes 00:32:19.333 --> 00:32:22.066 in phonics instruction, 00:32:22.066 --> 00:32:23.866 a reading fluency, 00:32:23.866 --> 00:32:26.866 being able to read accurately 00:32:26.966 --> 00:32:33.233 and quickly depends on your knowledge of phonological awareness 00:32:33.300 --> 00:32:35.933 and your decoding ability 00:32:35.933 --> 00:32:40.733 and then, of course, the more words you know, 00:32:40.800 --> 00:32:43.633 the more and the more you know about how to pronounce 00:32:43.633 --> 00:32:44.033 the more and the more you know about how to pronounce 00:32:44.033 --> 00:32:48.466 those words, the easier comprehension will be. 00:32:48.533 --> 00:32:54.233 So even though you may work with children during the EHDI period, 00:32:54.300 --> 00:32:57.400 those children are starting to learn 00:32:57.400 --> 00:33:01.766 to read even before any of us know it. 00:33:01.833 --> 00:33:06.733 By developing these skills. 00:33:06.800 --> 00:33:08.300 Another way to think 00:33:08.300 --> 00:33:12.566 about this is through Scarborough's Reading Rope 00:33:12.666 --> 00:33:16.600 and Hollis Scarborough 00:33:16.666 --> 00:33:19.500 developed this rope 00:33:19.500 --> 00:33:23.666 or this the metaphor of the rope in order 00:33:23.666 --> 00:33:28.033 to show how all of language comprehension 00:33:28.100 --> 00:33:31.800 is basically intertwined 00:33:32.033 --> 00:33:35.566 with kids word recognition skills. 00:33:35.633 --> 00:33:38.466 So all of that language comprehension 00:33:38.466 --> 00:33:41.533 that goes on in the years before 00:33:41.533 --> 00:33:46.400 children enter formal schooling is then used later 00:33:46.400 --> 00:33:51.366 on to make word recognition easier. 00:33:51.466 --> 00:33:56.433 So a strong relationship between those two 00:33:56.533 --> 00:34:00.533 the the language comprehension and the word recognition, 00:34:00.600 --> 00:34:05.833 as we noted in the simple view, also. 00:34:05.900 --> 00:34:06.366 Okay. 00:34:06.366 --> 00:34:09.866 And now I'm going to hand it over to Elaine. 00:34:09.966 --> 00:34:11.300 All right. 00:34:11.300 --> 00:34:15.900 So we want to give you a really we wanted to give you a very in-depth 00:34:15.900 --> 00:34:19.733 overview of the theories of reading development, not because, 00:34:19.733 --> 00:34:22.766 as Maria mentioned, we think most of you are working with children 00:34:22.766 --> 00:34:25.766 who are in the learning to read stage, 00:34:25.833 --> 00:34:29.366 but because we want to set the stage for what children need to do 00:34:29.566 --> 00:34:33.666 once they get into school, and as we hope we showed, we've shown you 00:34:33.766 --> 00:34:37.100 the process of learning to read is very complex. 00:34:37.166 --> 00:34:39.933 Even despite the name “simple view of reading”, 00:34:39.933 --> 00:34:43.166 you need to have a lot of skills in your language comprehension 00:34:43.266 --> 00:34:46.300 and a lot of skills in your decoding abilities 00:34:46.500 --> 00:34:50.333 before you can wrap that up into reading comprehension. 00:34:50.400 --> 00:34:54.366 And so for those of us who work with children who are infants and toddlers, 00:34:54.366 --> 00:34:55.466 there are a lot of things 00:34:55.466 --> 00:34:59.366 that we can do with them, a lot of skills that we should be looking out for that 00:34:59.366 --> 00:35:03.433 we call pre reading and we base our work on Jean Chall’s 00:35:03.500 --> 00:35:06.866 stages of reading development that she developed in the eighties. 00:35:06.966 --> 00:35:10.633 These stages don't necessarily have ages attached to them, 00:35:10.866 --> 00:35:13.866 but her her theory shows that 00:35:13.866 --> 00:35:17.366 reading skills build upon each other through stages, 00:35:17.366 --> 00:35:20.700 through stages that children, all children need to pass through. 00:35:20.800 --> 00:35:22.566 And the first one is pre reading. 00:35:22.566 --> 00:35:26.100 These are the skills that children attain before they even enter school. 00:35:26.300 --> 00:35:28.966 All of those language comprehension, 00:35:28.966 --> 00:35:32.766 all those phonological awareness skills that Maria was talking about. 00:35:32.866 --> 00:35:34.733 We're going to talk more in-depth about that. 00:35:34.733 --> 00:35:36.700 But what's important to know about this graphic 00:35:36.700 --> 00:35:39.466 and about the stages is that stages don't end. 00:35:39.466 --> 00:35:41.333 There's not a discrete end. 00:35:41.333 --> 00:35:45.333 The pre reading stage, which begins in infancy, continues 00:35:45.333 --> 00:35:50.100 on the skills that children attain, then continue on as they start to read, 00:35:50.333 --> 00:35:54.333 as they get more, more and more fluent, as they start reading to learn. 00:35:54.433 --> 00:35:57.700 If you've heard that phrase all the way up until stage five, 00:35:57.766 --> 00:36:03.100 when they are very adept, advanced college level. 00:36:03.166 --> 00:36:04.633 Okay, so what we want to 00:36:04.633 --> 00:36:07.933 focus on for the rest of the presentation is this pre-reading stage. 00:36:07.933 --> 00:36:10.633 This is where we'll find most of our children 00:36:10.633 --> 00:36:14.100 in what we call the EHDI period in birth through age five. 00:36:14.100 --> 00:36:15.866 Let's say 00:36:15.866 --> 00:36:17.900 in this period, children are doing 00:36:17.900 --> 00:36:21.233 a lot of learning through communication, 00:36:21.433 --> 00:36:25.400 through interaction with toys, through their work of play, right? 00:36:25.466 --> 00:36:27.400 Children during this period are developing 00:36:27.400 --> 00:36:29.266 language skills, so they're getting that language 00:36:29.266 --> 00:36:33.666 comprehension piece that they're going to need later to map onto print. 00:36:33.766 --> 00:36:36.466 They're becoming aware of the phonemes system 00:36:36.466 --> 00:36:39.466 of the language that they're going to be learning to read. 00:36:39.733 --> 00:36:41.833 As Maria mentioned, when we think about our children 00:36:41.833 --> 00:36:43.300 who are deaf or hard of hearing, 00:36:43.300 --> 00:36:46.833 particularly those who are learning to listen and talk with hearing technology, 00:36:47.000 --> 00:36:48.866 there are a lot of things we need to be aware of 00:36:48.866 --> 00:36:53.000 in terms of challenges that children might have with specific phonemes, in terms 00:36:53.000 --> 00:36:57.066 of making sure that all of the phonemes are accessible to that child, 00:36:57.300 --> 00:37:01.266 not just for communication purposes, but because that setting the stage 00:37:01.433 --> 00:37:06.066 for their phonological awareness and decoding skills later on. 00:37:06.166 --> 00:37:08.600 Children are also getting really familiar with books, 00:37:08.600 --> 00:37:11.600 even though they're not reading words on the page, right? 00:37:11.600 --> 00:37:14.366 They're getting simple concepts of reading, 00:37:14.366 --> 00:37:17.400 looking at the front of a book, opening, turning pages, 00:37:17.433 --> 00:37:21.000 getting experience using writing tools like crayons, 00:37:21.100 --> 00:37:25.433 and they may even start to pseudo read or pretend read, open up a book 00:37:25.500 --> 00:37:28.666 and read it to a stuffed animal or to a younger sibling. 00:37:28.666 --> 00:37:31.433 Not actually decoding the words on the page, 00:37:31.433 --> 00:37:35.500 but starting to gain understanding that when you open a book 00:37:35.500 --> 00:37:39.933 and you see text, that text has meaning that in a skilled reader 00:37:40.033 --> 00:37:44.800 turns from squiggles and lines on the page into language. 00:37:44.866 --> 00:37:48.333 So by age four and five, after all of this work of early childhood, 00:37:48.333 --> 00:37:49.900 all of this work of play, 00:37:49.900 --> 00:37:53.633 some children can point to different words or pictures when they're asked. 00:37:53.700 --> 00:37:56.933 Some can recite the alphabet, some can recognize 00:37:56.933 --> 00:37:59.700 written letters or maybe even write their own name. 00:37:59.700 --> 00:38:04.233 But most importantly, generally, children can understand thousands of words 00:38:04.233 --> 00:38:08.500 that they can hear or see, but can read very few of them. 00:38:08.566 --> 00:38:11.566 So they've done all that work of language comprehension 00:38:11.766 --> 00:38:16.733 before they enter formal... formal schooling and are expected 00:38:16.733 --> 00:38:22.166 to start taking the words on the page and connecting them with that language. 00:38:22.266 --> 00:38:26.366 So what do we do with children during this period in stage zero? 00:38:26.533 --> 00:38:30.666 The good news is a lot of the work that parents and professionals, 00:38:30.666 --> 00:38:34.166 whether it be teachers of the deaf, early interventionists, SLPs, 00:38:34.166 --> 00:38:37.166 maybe even audiologists and other educators 00:38:37.300 --> 00:38:40.300 are doing is pre-reading work. 00:38:40.400 --> 00:38:44.000 So this is our biggest message to you that even if you are not working 00:38:44.000 --> 00:38:48.733 with children who are in elementary school or doing formal reading instruction, 00:38:48.800 --> 00:38:51.700 most of the good strategies that we're doing with children 00:38:51.700 --> 00:38:55.400 to help them access language are working on reading. 00:38:55.400 --> 00:38:57.466 We are developing readers. 00:38:57.466 --> 00:39:00.466 When those children are one month old or three years old 00:39:00.466 --> 00:39:04.200 or four and a half years old, all of this work that we do, 00:39:04.300 --> 00:39:08.400 playing on the floor, singing songs, reading stories together, 00:39:08.500 --> 00:39:12.866 playing with toys, going and having experiences that that child 00:39:12.866 --> 00:39:16.733 now builds into their background knowledge are all building a reader. 00:39:16.800 --> 00:39:20.600 So in stage zero, there's very little that we're doing to call 00:39:20.600 --> 00:39:25.166 specific attention to print, but we are interacting linguistically. 00:39:25.166 --> 00:39:28.666 That's building their language and background knowledge. 00:39:28.733 --> 00:39:31.733 The baby games that we play 00:39:31.800 --> 00:39:33.700 peekaboo, 00:39:33.700 --> 00:39:37.300 hide and seek, playing, doing different nursery rhymes, 00:39:37.300 --> 00:39:40.366 all of those build fluency, all of them build 00:39:40.366 --> 00:39:44.366 turn taking skills, all of them build language skills. 00:39:44.466 --> 00:39:45.966 We love to sing songs. 00:39:45.966 --> 00:39:49.533 And one of our our favorite recording artists is Ella Jenkins. 00:39:49.533 --> 00:39:50.800 So if you haven't had a chance 00:39:50.800 --> 00:39:53.933 to check out her work, we really highly encourage you to do that. 00:39:54.033 --> 00:39:56.866 She has great songs like Who Fed the Chickens, 00:39:56.866 --> 00:39:59.600 which you don't have time to play but you can seek out. 00:39:59.600 --> 00:40:02.000 And what's wonderful about her... her folk songs 00:40:02.000 --> 00:40:04.166 is that they are call and response. 00:40:04.166 --> 00:40:10.400 And what happens there is that she or an adult sings a line and children repeat it. 00:40:10.500 --> 00:40:14.733 So what are we doing there that has to do with reading? Well, we’re building fluency 00:40:14.833 --> 00:40:17.900 when a child has to repeat saying something 00:40:17.900 --> 00:40:21.566 and with the same intonation, the same prosody, the same speed. 00:40:21.666 --> 00:40:25.133 As an adult, you're building oral fluency, you're learning 00:40:25.133 --> 00:40:29.466 to put those sounds together in a way that sounds like words and language, 00:40:29.566 --> 00:40:32.200 and then later on you're going to be able 00:40:32.200 --> 00:40:35.766 to take the words on the page and put them together, as Maria said, 00:40:35.800 --> 00:40:39.900 accurately, quickly, and with expression in a way that sounds like language. 00:40:40.133 --> 00:40:45.366 So that oral fluency that you build from singing songs, learning poems, 00:40:45.533 --> 00:40:49.866 engaging in chants helps to build your reading fluency later. 00:40:49.866 --> 00:40:54.833 And that reading fluency is going to be really key for building comprehension. 00:40:54.900 --> 00:40:56.266 We can all. 00:40:56.266 --> 00:40:57.666 Yes, I'm sorry. 00:40:57.666 --> 00:41:01.400 I just wanted to point out, I forgot to say this before, 00:41:01.466 --> 00:41:05.066 that anything that is underlined in 00:41:05.066 --> 00:41:10.466 the slide is a link to something that 00:41:10.533 --> 00:41:13.866 will explain it further or be the example. 00:41:13.866 --> 00:41:19.766 So when you download the PDF of the slides, the links should work for you. 00:41:19.866 --> 00:41:22.600 Yes, and I'm not sure if those slides are available widely, 00:41:22.600 --> 00:41:26.800 but we have our contact info at the end and we're very happy to share a PDF 00:41:26.800 --> 00:41:28.266 of the slides. Yes, thank you. 00:41:28.266 --> 00:41:31.433 We, as Maria probably alluded to and as you can see, 00:41:31.433 --> 00:41:34.166 we could go on for days and days about this topic. 00:41:34.166 --> 00:41:37.166 We don't have time in a whole ... just a one hour webinar, 00:41:37.166 --> 00:41:42.400 but we want to be sure to share all the resources. So thank you, Maria. 00:41:42.466 --> 00:41:45.766 So a lot of these these activities using wordless picture books 00:41:45.766 --> 00:41:48.933 to make up your own story storytelling with puppets 00:41:48.933 --> 00:41:52.666 and taking on the roles of different characters, singing songs 00:41:52.666 --> 00:41:57.100 that involve different different words or different rhymes or different sounds. 00:41:57.166 --> 00:41:58.700 All of those things are great language 00:41:58.700 --> 00:42:01.700 activities that I think many of us are doing, 00:42:01.966 --> 00:42:04.333 but there's a new way of thinking about it when we decide 00:42:04.333 --> 00:42:07.566 that these things are actually working on reading as well. 00:42:07.566 --> 00:42:12.500 We are building readers by singing songs, by engaging in poetry, 00:42:12.766 --> 00:42:16.566 by doing storytelling with puppets, in addition to all of the other wonderful 00:42:16.700 --> 00:42:20.466 cognitive and linguistic things that we're working on. 00:42:20.566 --> 00:42:25.966 Okay, so we know this theoretically, and we think that a lot of 00:42:25.966 --> 00:42:29.933 this information can be applied to children who are deaf or hard of hearing. 00:42:30.166 --> 00:42:33.433 But we don't have a lot of recent research to show us 00:42:33.666 --> 00:42:37.033 how children who are deaf or hard of hearing are learning to read. 00:42:37.033 --> 00:42:37.833 Right now, 00:42:37.833 --> 00:42:41.466 the science of reading is a really hot topic in the general education world. 00:42:41.466 --> 00:42:46.266 You've probably seen a lot of press about, you know, controversies around the term, 00:42:46.266 --> 00:42:49.600 about what people are doing in the general education setting. 00:42:49.666 --> 00:42:52.700 But in our field, we think that we can apply these evidence 00:42:52.700 --> 00:42:56.566 based principles to reading instruction for deaf and hard of hearing kids. 00:42:56.733 --> 00:42:59.400 But we don't have a lot of knowledge about what kids are doing now. 00:42:59.400 --> 00:43:02.500 We have some research from the past that has shown that 00:43:02.533 --> 00:43:04.966 that children with deaf or hard of here who are deaf or hard of hearing 00:43:04.966 --> 00:43:07.033 have really struggled to learn how to read. 00:43:07.033 --> 00:43:11.366 Sometimes graduating high school with an average fourth grade reading level, 00:43:11.466 --> 00:43:14.000 but we in the field know anecdotally 00:43:14.000 --> 00:43:17.000 and clinically that many children are surpassing that. 00:43:17.233 --> 00:43:20.766 And we think that some of these successes that children are having 00:43:20.866 --> 00:43:22.500 are due to the simple view of reading. 00:43:22.500 --> 00:43:28.000 If you think about children's access to sound through technology right, 00:43:28.133 --> 00:43:29.933 they might have better access 00:43:29.933 --> 00:43:33.633 to the phoneme system, which then leads to better word recognition. 00:43:33.833 --> 00:43:38.033 We also see children through the work of NCHAM and others 00:43:38.100 --> 00:43:40.300 being identified with 00:43:40.300 --> 00:43:43.833 as deaf or hard of hearing at birth or very, very early and having access 00:43:43.833 --> 00:43:47.800 to technology and intervention, which then we see in the literature. 00:43:47.800 --> 00:43:49.933 It leads to better language outcomes. 00:43:49.933 --> 00:43:53.833 So if you have stronger pre decoding skills and stronger 00:43:53.900 --> 00:43:58.433 language outcomes, that should lead to better reading. 00:43:58.500 --> 00:44:02.866 So what some of our work here at Teachers College has been to investigate 00:44:03.066 --> 00:44:08.600 just that, to see what children are doing now with very good early intervention 00:44:08.600 --> 00:44:12.166 and good use of technology for those who are 00:44:12.366 --> 00:44:16.633 whose families are choosing to learn listening and spoken language. 00:44:16.700 --> 00:44:19.033 So we'll tell you just a little bit about our read up study. 00:44:19.033 --> 00:44:22.033 And then I want to get into a couple of tools that you can use. 00:44:22.066 --> 00:44:24.933 Our read up study looked at 00:44:24.933 --> 00:44:28.466 150 or so children in 00:44:28.566 --> 00:44:30.500 pre-K through fifth grade. 00:44:30.500 --> 00:44:33.533 And we've been following these children for now four years. 00:44:33.733 --> 00:44:37.333 And we're looking at different areas of reading development 00:44:37.333 --> 00:44:43.100 and spelling and word attack and reading comprehension, fluency and vocabulary. 00:44:43.166 --> 00:44:45.766 When we started this study before COVID, 00:44:45.766 --> 00:44:48.766 we found that the participants in our study 00:44:48.800 --> 00:44:53.666 had on average scores within the average range in all of those subtests, 00:44:53.900 --> 00:44:57.333 which means that contrary to what we saw historically, 00:44:57.433 --> 00:45:02.866 these children who had had strong early intervention and strong auditory 00:45:02.866 --> 00:45:06.766 based learning in their classrooms were performing in the average range. 00:45:06.766 --> 00:45:11.900 They had strong decoding skills and they had strong language comprehension. 00:45:11.966 --> 00:45:13.366 One of the things that we found 00:45:13.366 --> 00:45:16.366 that was interesting, though, was that many of these children, 00:45:16.400 --> 00:45:19.766 if they had a challenge, it was in reading fluency. 00:45:19.866 --> 00:45:23.966 And we mentioned that reading fluency, which is reading accurately, quickly 00:45:23.966 --> 00:45:27.200 and with expression, is really important as a bridge 00:45:27.200 --> 00:45:31.400 to decoding through those sounds to get to comprehension. 00:45:31.466 --> 00:45:34.400 If you can decode really quickly and accurately 00:45:34.400 --> 00:45:38.166 and start to make those sounds into words and into sentences 00:45:38.366 --> 00:45:42.466 that sound like language that have meaning that aids your comprehension. 00:45:42.466 --> 00:45:45.633 So this reading fluency piece we think is really key, 00:45:45.633 --> 00:45:49.433 and that's something that we're looking at further. 00:45:49.500 --> 00:45:50.500 We also 00:45:50.500 --> 00:45:53.500 looked at some of our children in that very early period. 00:45:53.500 --> 00:45:57.533 When we think about the EHDI period, we looked at our cohorts of children 00:45:57.533 --> 00:46:01.233 from pre-K, from before COVID and those 00:46:01.466 --> 00:46:05.633 after we when we returned, after, you know, COVID had started. 00:46:05.700 --> 00:46:09.800 And we were hoping that we wouldn't find a big difference in those 00:46:09.833 --> 00:46:11.066 the performance of those children. 00:46:11.066 --> 00:46:11.766 But we knew that 00:46:11.766 --> 00:46:14.766 there had been interruptions in their schooling, in their intervention. 00:46:14.766 --> 00:46:17.700 We don't need to tell you what that looks like during COVID, 00:46:17.700 --> 00:46:21.433 but fortunately we did not find any learning loss within these 00:46:21.500 --> 00:46:23.166 within this cohort of children. 00:46:23.166 --> 00:46:26.266 So now we're investigating further to see what kind of instruction 00:46:26.266 --> 00:46:29.733 was happening, even if it was remote, even if it was in the home. 00:46:29.733 --> 00:46:34.933 And what we think is that the strong focus that our field has on coaching parents 00:46:35.000 --> 00:46:37.666 and on family centered intervention really helped 00:46:37.666 --> 00:46:41.433 these kids continue to make pre-reading and reading progress, 00:46:41.533 --> 00:46:44.966 even if they weren't attending school each day. 00:46:45.066 --> 00:46:48.833 Now, I want to skip ahead just a second because I want to be able to show you this 00:46:48.833 --> 00:46:51.533 and then we'll we'll pause for some questions. 00:46:51.533 --> 00:46:54.033 So our work with Sunshine 00:46:54.033 --> 00:46:57.500 Cottage School for Deaf Children originally started with research. 00:46:57.500 --> 00:47:01.700 We wanted to be able to document what children were achieving. 00:47:01.700 --> 00:47:05.733 Now in the new landscape of deaf and hard of hearing education. 00:47:05.833 --> 00:47:06.466 But we also 00:47:06.466 --> 00:47:10.833 wanted to work together to build something that would be useful to practitioners, 00:47:10.833 --> 00:47:15.766 both those who worked at that school and more importantly, the itinerant teachers 00:47:15.766 --> 00:47:20.366 and SLPs and early interventionists who often are working kind of on our own 00:47:20.466 --> 00:47:25.566 with children in neighborhoods and districts all across the country. 00:47:25.666 --> 00:47:27.033 And then most importantly, 00:47:27.033 --> 00:47:29.800 we wanted to provide something that would be useful to parents. 00:47:29.800 --> 00:47:30.733 So Sunshine Cottage 00:47:30.733 --> 00:47:34.566 approached us about Co-developing, what we call the reading CASLLS. 00:47:34.666 --> 00:47:39.200 This is based upon or inspired by Sunshine Cottages, another tool 00:47:39.366 --> 00:47:43.033 which is called the Cottage Acquisition Skills for Listening, 00:47:43.033 --> 00:47:47.700 Language and Speech. 00:47:47.800 --> 00:47:48.966 Sorry I went too fast. 00:47:48.966 --> 00:47:54.466 So this is inspired by the Cottage Acquisition Skills for Listening 00:47:54.566 --> 00:47:58.166 Language and Speech, 00:47:58.233 --> 00:48:00.000 which we call the CASLLS. 00:48:00.000 --> 00:48:02.866 So the Reading CASLLS is inspired 00:48:02.866 --> 00:48:06.466 by that tool which tracks language and listening. 00:48:06.700 --> 00:48:10.833 This tool is designed to be able to track reading progress 00:48:10.833 --> 00:48:15.233 and pre-reading progress from birth all the way through third grade. 00:48:15.300 --> 00:48:19.700 And what we wanted to be able to do here was not to 00:48:19.766 --> 00:48:21.166 do anything necessarily 00:48:21.166 --> 00:48:24.833 revolutionary in terms of thinking about those pre-reading skills. 00:48:24.833 --> 00:48:27.666 We already know what they are through many, many years of research 00:48:27.666 --> 00:48:30.400 and all of the theories that we've that we've shared. 00:48:30.400 --> 00:48:33.866 But we want what we wanted to be able to do was provide a tool 00:48:33.933 --> 00:48:37.666 that would track each of these behaviors in a way 00:48:37.666 --> 00:48:41.800 that was clear for practitioners and then more importantly, for parents. 00:48:41.866 --> 00:48:44.700 This is something, though, that we have seen 00:48:44.700 --> 00:48:47.500 being used out in the field and we hope will continue to be used 00:48:47.500 --> 00:48:51.166 to show parents that all of the work that they're doing 00:48:51.233 --> 00:48:54.533 when they're playing with their child, when they're reading with their child, 00:48:54.533 --> 00:48:59.800 when they are out and about and trying to experience the world, 00:48:59.966 --> 00:49:03.700 when they're infusing language through their everyday activities, 00:49:03.766 --> 00:49:08.866 is working on language and literacy so that those children are learning 00:49:08.866 --> 00:49:13.400 to read even these itty bitty children in the 0 to 12 month period. 00:49:13.466 --> 00:49:16.200 So the reading CASLLS 00:49:16.300 --> 00:49:19.966 provides a way to track reading progress 00:49:20.033 --> 00:49:23.033 across all these different domains on the top 00:49:23.200 --> 00:49:25.600 from birth in the early, 00:49:25.600 --> 00:49:28.600 early literacy period, oops, 00:49:28.666 --> 00:49:31.900 all the way through those concrete skills 00:49:31.900 --> 00:49:35.733 that children need to learn in kindergarten through third grade. 00:49:35.833 --> 00:49:38.733 We have if you request the slides, we have a couple of videos 00:49:38.733 --> 00:49:42.766 that you can use to kind of look at what some of these behaviors look like. 00:49:42.833 --> 00:49:44.866 But I think in the interest of time, 00:49:44.866 --> 00:49:49.533 I think it would be best to just skip ahead to our 00:49:49.633 --> 00:49:54.033 contact information and give you a chance to ask questions. 00:49:54.033 --> 00:49:57.066 We've covered a lot of material here and we have easily 00:49:57.066 --> 00:50:00.266 have a lot more that we'd be happy to talk about a different time. 00:50:00.366 --> 00:50:03.566 But we hope what we've left you with is a solid foundation 00:50:03.566 --> 00:50:07.366 in what reading looks like for typically developing children. 00:50:07.633 --> 00:50:11.300 Some of the challenges that our deaf and hard of hearing children might have 00:50:11.366 --> 00:50:15.200 and then some of the the tools and things to think about when you're working 00:50:15.200 --> 00:50:20.033 with children who aren't even reading yet but are learning to read. 00:50:20.100 --> 00:50:21.366 Thank you. 00:50:21.366 --> 00:50:26.333 This is Will Eiserman from NCHAM and I want to invite you 00:50:26.333 --> 00:50:30.533 to use the Q&A field now to ask some questions. 00:50:30.533 --> 00:50:34.166 And we have a few already. 00:50:34.233 --> 00:50:35.000 I want to just 00:50:35.000 --> 00:50:38.766 let you all know that when we're done with today's presentation, 00:50:38.866 --> 00:50:42.166 you'll have an opportunity to give us a little feedback 00:50:42.366 --> 00:50:47.200 and also to generate a certificate of attendance for today. 00:50:47.200 --> 00:50:54.466 So before you sign off, be sure to get that link that will appear 00:50:54.533 --> 00:50:58.100 at the top of the hour in the chat box. 00:50:58.166 --> 00:51:02.866 So our first question: is this about children 00:51:02.866 --> 00:51:11.833 with or what about children without access to sound? 00:51:11.900 --> 00:51:13.400 Okay, Elaine, 00:51:13.400 --> 00:51:18.366 I can start and then you can jump in if you like. Yep. 00:51:18.466 --> 00:51:19.233 Okay, great. 00:51:19.233 --> 00:51:22.966 I'm just reading ahead in the questions and noting that there are 00:51:22.966 --> 00:51:29.166 a number of questions that deal with children who are signing 00:51:29.166 --> 00:51:33.766 and who maybe do not have as much access to sound. 00:51:33.833 --> 00:51:37.666 So what we are projecting here 00:51:37.666 --> 00:51:40.666 in this slide deck 00:51:40.766 --> 00:51:45.200 and through the research we've looked at and the research we've done ourselves, 00:51:45.266 --> 00:51:48.233 the idea that English is a 00:51:48.233 --> 00:51:53.366 language that is sound based 00:51:53.466 --> 00:51:55.666 is important, right? 00:51:55.666 --> 00:52:00.800 So we believe and we've witnessed 00:52:00.866 --> 00:52:05.166 deaf children who use their technology, 00:52:05.266 --> 00:52:10.566 who can become familiar with the phonemes system 00:52:10.666 --> 00:52:14.966 through the use of their technology and possibly 00:52:14.966 --> 00:52:19.233 through the use of other visual means like cued 00:52:19.233 --> 00:52:23.766 speech and visual phonics. 00:52:23.866 --> 00:52:26.633 So we are saying that 00:52:26.633 --> 00:52:32.300 if you can't hear the language you're expected to read, 00:52:32.366 --> 00:52:36.366 Learning to read it will be harder 00:52:36.466 --> 00:52:39.466 and it might take more time 00:52:39.500 --> 00:52:42.500 to develop those skills, 00:52:42.666 --> 00:52:47.466 but they can be developed auditorily 00:52:47.566 --> 00:52:50.566 and or visually 00:52:50.800 --> 00:52:54.900 through representations of the phonemes system, 00:52:55.000 --> 00:53:00.866 like cued speech or visual phonics. 00:53:00.966 --> 00:53:02.200 Yeah, absolutely. 00:53:02.200 --> 00:53:07.266 And I think, you know, something to to note, just as Maria showed the 00:53:07.366 --> 00:53:10.933 model of the you know, percentage of children who will learn to read 00:53:11.133 --> 00:53:15.466 just by incidental learning and then those who need additional instruction, 00:53:15.533 --> 00:53:17.733 there are always exceptions to the rule, right? 00:53:17.733 --> 00:53:22.066 So we all know deaf children who have no access to sound, to learn 00:53:22.066 --> 00:53:25.766 to read beautifully and seemingly very effortlessly. 00:53:25.866 --> 00:53:29.566 A lot of that is due to really strong language foundations. 00:53:29.633 --> 00:53:31.700 But we what we know from 00:53:31.700 --> 00:53:36.000 the research in general education and then also in our population, 00:53:36.000 --> 00:53:38.666 is that learning to read will be much easier 00:53:38.666 --> 00:53:42.200 if you have some access to the phoneme system, as Maria said, 00:53:42.200 --> 00:53:46.066 either editorially or visually or both. 00:53:46.133 --> 00:53:48.333 So the next question this is Will 00:53:48.333 --> 00:53:52.733 again is is the Reading CASLLS specifically 00:53:52.733 --> 00:53:57.333 for administration to deaf and hard of hearing populations? 00:53:57.433 --> 00:54:01.533 Yes. So the Reading CASLLS was developed with our population in mind, 00:54:01.766 --> 00:54:06.600 but what it does is document the skills that all readers 00:54:06.700 --> 00:54:10.900 specifically those who are using listening and spoken language. 00:54:11.066 --> 00:54:12.700 It could be hearing readers or could be deaf 00:54:12.700 --> 00:54:16.500 readers need to learn in order to progress through the stages. 00:54:16.666 --> 00:54:19.500 So this is based on general reading research, 00:54:19.500 --> 00:54:22.966 and so it can be used with children who are deaf or hard of hearing. 00:54:22.966 --> 00:54:27.266 It can be used with other children who are receiving early intervention. 00:54:27.366 --> 00:54:30.933 It can be used with typically developing children to track their progress. 00:54:31.033 --> 00:54:34.666 So we we created it with we have deaf and hard of hearing children in mind. 00:54:34.666 --> 00:54:36.500 The manual is written with deaf 00:54:36.500 --> 00:54:39.433 and hard of hearing children in mind because that's our population. 00:54:39.433 --> 00:54:42.033 But there's nothing about it that would preclude you from using it 00:54:42.033 --> 00:54:43.366 with with other children. 00:54:43.366 --> 00:54:46.733 We just think for our population, it's really important for us to keep in mind 00:54:46.733 --> 00:54:50.233 all the language piece pieces and you can use the CASLLS for that 00:54:50.233 --> 00:54:52.600 or many of the other tools that are available, 00:54:52.600 --> 00:54:58.533 but also to specifically track reading and writing development 00:54:58.633 --> 00:55:00.433 even before reading and writing 00:55:00.433 --> 00:55:08.666 starts to happen in in school. 00:55:08.766 --> 00:55:12.333 We have just a few minutes left. 00:55:12.433 --> 00:55:15.966 This next comment includes a question 00:55:15.966 --> 00:55:20.966 and a comment for you to respond to, and it starts with a 00:55:20.966 --> 00:55:26.100 thank you for your work and the comment reads 00:55:26.200 --> 00:55:28.066 The view that deaf or hard of hearing 00:55:28.066 --> 00:55:32.266 children need to learn the exact same processes 00:55:32.333 --> 00:55:37.766 that hearing children use may be misguided and doesn't help us move beyond 00:55:37.833 --> 00:55:41.066 the current issues of lack of facility of reading 00:55:41.300 --> 00:55:43.966 in many deaf and hard of hearing children. 00:55:43.966 --> 00:55:48.166 The standard comparisons group of hearing monolinguals 00:55:48.400 --> 00:55:53.366 as the gold standard controls for reading may be wrong. 00:55:53.466 --> 00:55:56.566 Many fluent readers of English 00:55:56.800 --> 00:56:00.000 don't know these same skills. 00:56:00.100 --> 00:56:02.833 Past models of hearing readers don't take 00:56:02.833 --> 00:56:06.933 into account factors that increase perceptual span 00:56:07.033 --> 00:56:12.333 observed in deaf populations and differences in skipping rates. 00:56:12.433 --> 00:56:16.466 Perhaps it's time to move beyond the standard psycholinguistics 00:56:16.466 --> 00:56:21.333 models of reading that have for have been used for decades. 00:56:21.433 --> 00:56:25.266 Any thoughts about that comment? 00:56:25.366 --> 00:56:26.633 I think that 00:56:26.633 --> 00:56:31.200 that comment is is quite complex and difficult 00:56:31.200 --> 00:56:35.666 to answer in the in the remaining minute that we have. 00:56:35.766 --> 00:56:38.900 I think something that's important to emphasize 00:56:38.900 --> 00:56:42.400 is what Elaine mentioned before. 00:56:42.466 --> 00:56:45.300 The idea that any language 00:56:45.300 --> 00:56:50.600 will support your learning to read. 00:56:50.666 --> 00:56:53.666 But we feel that 00:56:53.666 --> 00:56:58.866 there are many things that hearing children need to learn, 00:56:58.966 --> 00:57:03.833 that deaf children can also learn. 00:57:03.900 --> 00:57:07.200 And we we feel that 00:57:07.300 --> 00:57:12.666 though the differences in what hearing children learn and deaf children 00:57:12.666 --> 00:57:18.133 learn are going to be more about time 00:57:18.200 --> 00:57:20.700 instruction 00:57:20.700 --> 00:57:22.966 and the specific focus 00:57:22.966 --> 00:57:26.766 or the specific scaffolds 00:57:26.866 --> 00:57:31.766 that we need to provide for our deaf and hard of hearing children. 00:57:31.833 --> 00:57:37.233 What deaf and hard of hearing children are reading is English, 00:57:37.333 --> 00:57:40.966 so becoming familiar with English 00:57:41.033 --> 00:57:48.233 will help those children become better readers. 00:57:48.300 --> 00:57:51.600 So several people are asking about access 00:57:51.600 --> 00:57:56.833 to the tools that you have been discussing today. 00:57:56.900 --> 00:57:59.366 The reading CASLLS for 3 to 5 00:57:59.366 --> 00:58:02.600 and K through three. 00:58:02.666 --> 00:58:06.500 How can they obtain those tools? 00:58:06.566 --> 00:58:08.200 Yeah, so those are available through 00:58:08.200 --> 00:58:11.200 Sunshine Cottage School for Deaf Children. 00:58:11.300 --> 00:58:14.500 I think it's sunshinecottage.org, and they have a paper version 00:58:14.500 --> 00:58:17.566 as well as an eCASLLS or online version. 00:58:17.566 --> 00:58:18.766 And again, we, 00:58:18.766 --> 00:58:19.500 we don't receive 00:58:19.500 --> 00:58:22.866 any kind of compensation from it’s sale, so we're just trying to get the word out. 00:58:22.866 --> 00:58:25.100 So I don't know about the exact cost. 00:58:25.100 --> 00:58:30.933 As someone was asking, but it's not, not expensive. 00:58:31.033 --> 00:58:34.100 We are at the top of the hour, unfortunately 00:58:34.100 --> 00:58:37.366 already. You'll see the emails 00:58:37.366 --> 00:58:40.700 for our presenters on your screens. 00:58:40.800 --> 00:58:43.566 So if you have any follow up 00:58:43.566 --> 00:58:47.366 questions, I'm sure that they would welcome 00:58:47.366 --> 00:58:55.200 hearing from you to continue beyond today's presentation. 00:58:55.300 --> 00:58:58.300 In the chat field, 00:58:58.466 --> 00:59:02.766 you'll notice - I think it's there - 00:59:02.866 --> 00:59:05.866 that there is now a link posted 00:59:05.866 --> 00:59:10.233 for you to be able... is it there? 00:59:10.333 --> 00:59:12.366 Gunner? This is Gunner. 00:59:12.366 --> 00:59:13.733 Yeah, I posted it a couple minutes ago. 00:59:13.733 --> 00:59:17.166 You'll see a certificate generator there 00:59:17.266 --> 00:59:21.566 and a short evaluation survey for today's webinar. 00:59:21.633 --> 00:59:25.066 It will generate a certificate of attendance if you need that. 00:59:25.066 --> 00:59:31.000 And of course, we always welcome your feedback on our presentations. 00:59:31.066 --> 00:59:32.300 To our presenters today, 00:59:32.300 --> 00:59:34.633 thank you so much for all the time and effort 00:59:34.633 --> 00:59:38.733 it took to prepare and present today's webinar. 00:59:38.833 --> 00:59:42.033 Thank you to our captioner and to our interpreters, 00:59:42.133 --> 00:59:45.833 to our background tech support, and of course to all of you 00:59:45.900 --> 00:59:51.100 who have been present today to think about this really important issue 00:59:51.166 --> 00:59:55.700 of literacy as a part of the goal 00:59:55.766 --> 00:59:58.566 that EHDI has at its core 00:59:58.566 --> 01:00:03.200 and that is to develop language abilities 01:00:03.266 --> 01:00:06.666 in children who are deaf or hard of hearing. 01:00:06.766 --> 01:00:12.033 So thank you everybody, and we wish you happy holidays.