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www.nationaldb.orgFunded through award #H326T060002 by the U.S. Department of Education, OSERS, OSEP.

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

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.

www.nfadb.org

http://www.nationaldb.org/

http://www.nfadb.org/

National Consortiumon Deaf-Blindness

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SSISTANCECPERSONNEL TRAININGINFORMATION

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!

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)


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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


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Barriers To Literacy

Limited access Limited knowledge Emphasis on pre-requisite skills Attitudes Low expectations Limited opportunities

Looking at literacy

from a new perspective


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Assumptions about Literacy

All children can become 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.


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Effective Literacy Instruction

Motivation

Active Participation

Multiple Modalities

Natural Contexts Linda Burkhart

http://www.Lburkhart.com

http://www.lburkhart.com/


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Effective Literacy Instruction

1. Know the learner Communication method(s) Literacy focus area Preferences and interests Adaptations and accommodations

2. Plan meaningful activities

3. Provide appropriate environment and materials

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

http://literacy.nationaldb.org/

http://literacy.nationaldb.org/

Early Emergent Literacy

Emergent Literacy

Developing Literacy

Early Independent Literacy

Independent Literacy

Expanding Literacy

Stages of Literacy Development

Stages of Literacy Development

Building a Foundation for Literacy

B. Purvis and N. Steele, 2012

Five Components of Reading (National Reading Panel report, 2000)

• Understanding, not just recognition• Knowledge of concepts and context • Opportunity and ability to demonstrate understanding

Shifting Our Perspective

Assum

ptions

Literacy Development

Continuum

Literacy Development Continuum

Shifting Our Perspective

Literacy Skills Checklist

Literacy Skills Checklist

Designed to be completed with

team input

Provides guidance about which content

area(s) are likely to be

most helpful

• Eight individual pages

• Found on the Menu Bar

Content Areas


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Content Areas

New content recently added Writing Vocabulary Development Comprehension Increasing Fluency Expanding Literacy

Developed in partnership with Deaf-Blind Projects and classroom teachers

• Research and evidence based• Provided for each content area

Strategies

Each opens to a new page

with implementation instructions

Green text indicates a

“pop-up”

Blue text opens

a link

Likes and Dislikes Worksheet

Appears on every

Strategy page

Printable Reminders


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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 MapKathleen Stremel-Thomas

Building a Foundation, Additional Resources

Communication Matrix Charity Rowland, Ph.D.

Building a Foundation, Additional Resources

http://www.nationaldb.org/literacy/files/1013/1481/3254/WaysOfCommunicating.pdf

http://www.nationaldb.org/literacy/files/1013/1481/3254/WaysOfCommunicating.pdf

Planning Section

Spread the Word!

1-page Info sheet

Distributed to PTIs shortly after launch

of the website

Included today for easy access


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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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