1. info@nationaldb.org www.nationaldb.org Funded 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 by National 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

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)

5. 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

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

8. Looking at literacy from a new perspective

9. 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.

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

11. 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

12. NCDB 2.0 Literacy Website http://literacy.nationaldb.org / http://literacy.nationaldb.org /

13. 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 Trusting Relationships Communication Exposure to books and writing materials Concept Development Child Interests B. Purvis and N. Steele, 2012

14. Five Components of Reading (National Reading Panel report, 2000) Spoken sounds (language) are represented by letters (writing) Phonemic Awareness Particular letters and letter combinations are associated with particular sounds Dependent on/associated with ability to hear Phonics Increase number and use of spoken, signed, written or Braille words (also words represented by Objects, Partial objects, Tactile representations, Photographs and/or Line drawings) Vocabulary Ability to be comfortable with flow Grasp the big picture rather than concentrate on individual words Fluency Comprehension Understanding, not just recognition Knowledge of concepts and context Opportunity and ability to demonstrate understanding

15. Shifting Our Perspective Assumptions Literacy Development Continuum

17. Shifting Our Perspective Literacy Skills Checklist

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

19. Eight individual pages Found on the Menu Bar Content Areas

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

22. Research and evidence based Provided for each content area Strategies

23. Each opens to a new page with implementation instructions

24. Green text indicates a “pop-up”

25. Blue text opens a link

26. Likes and Dislikes Worksheet

27. Appears on every Strategy page

28. Printable Reminders

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

35. Planning Section

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

37. 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.