Webber WH Photo Cards includes:

• 100 full-color photo cards, 4” x 6”
• 10 questions for each photo (receptive and expressive)
• Content cards and game ideas
• Sturdy storage box

Download the Free Data Sheet

The post Webber Photo Cards – WH Questions first appeared on Supporting Success For Children With Hearing Loss.

Includes:

• One 90-page, wire-bound manual
• With website link to videos signed in ASL for assessment purposes
• With website link to downloadable PDFs of all manual-included maps and forms
• Macro- and Microstructure for American Sign Language
• One copy of A Boy, a Dog, and a Frog by Mercer Mayer
• Progress Monitoring and Instructional Planning tools for students using American Sign Language as well as DHH Students using English

90 pages

The post Holding Stories in the Palm of Your Hand first appeared on Supporting Success For Children With Hearing Loss.

Literacy Instruction for Students who are Deaf and Hard of Hearing describes current, evidence-based practices in teaching literacy for Dhh students and provides practitioners and parents with a process for determining whether a practice is or is not “evidence-based.” Easterbrooks and Beals Alvarez describe the importance of the assessment process in providing on-going progress monitoring to document students’ literacy growth as a primary means to direct the course of instruction. They address the five key areas of instruction identified by the National Reading Panel: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

In this concise guidebook, the authors present the role of assessment in the literacy process, an overview of evidence-based practices, and in the absence of such information, those practices supported by causal factors across the National Reading Panel’s five areas of literacy. They also review the evidence base related to writing instruction, present case studies that reflect the diversity within the Dhh population, and review the challenges yet to be addressed in deaf education.

Contents:

• Introduction and Overview
• Current Practices
• Assessment for Reading Instruction
• Vocabulary: Word Meaning
• Vocabulary: From Phonological Decoding to
• Word Work
• Grammar and Text comprehension
• Fluency
• Closing Thoughts, Final Directions

The post Literacy Instruction for Students who are Deaf and Hard of Hearing first appeared on Supporting Success For Children With Hearing Loss.

The primary goal of the Bedrock curriculum is to provide teachers of DHH) children with the necessary principles and applied strategies for effective literacy instruction. Most often, teachers of DHH students receive little in-depth training in this area in their college programs. Further, training rarely covers how to teach children who are bilingual, language deprived, or do not use the spoken language phonological system for the purpose of encoding/decoding print. The Bedrock curriculum recognizes these challenges and seeks to provide teachers with the principles undergirding effective English literacy instruction. While the principles discussed are applicable to all literacy learners, a special focus is on those DHH students who live in compromised language environments.  Additionally, the Bedrock approach discusses how to address topics such as beginning writing and reading with DHH signing students using a visually based rather than a sound-based phonological system. The Bedrock program presents teachers with strategies for their students so that they can develop a strong foundation for a lifetime of continued learning

Size: 9.5” x 11” x 1” Weight: 2 lb 6 oz

The post Bedrock Literacy Curriculum (K. Di Perri) first appeared on Supporting Success For Children With Hearing Loss.

Download Free: Cracking the Grammar Code: Syntax Skills Pretests and Sample Activities  

Test one or more students with the FREE criterion-referenced pretests and see how easy it is to identify learning gaps.  Then purchase one of the 4 downloadable books with the pinpointed instruction you need, or purchase them all together at reduced pricing. 

Only available from Supporting Success, Cracking the Grammar Code is an AMAZING resource that provides a year’s worth of focused learning materials.  It is divided into four downloadable books, a glossary, plus a FREE sample pretests and skills activity book. Cracking the Grammar Code is a comprehensive resource to help students master basic concepts for English grammar and writing. It contains easy to use activities regarding language rules for a school year.  These materials can be used by general education and special education teachers, including teachers of the Deaf and Hard of Hearing to emphasize grammar skills.

Cracking the Grammar Code is designed for use with students from upper elementary school through high school. Each key concept is taught predictably, alternating between two kinds of activities: teacher-directed and student application. Each pair of activities gets progressively more challenging and builds on previous knowledge to add consistency and practice as students work their way through each lesson.

Digital Workbooks Included:

(1) Nouns, Articles & Conjunctions (165 pgs) 

(2) Verbs (143 pgs)

(3) Pronouns, Adjectives, Adverbs, & Prepositional Phrases (94 pages)

(4) Finding the Subject & Subject-Verb Agreement (141 pages)

NEW! Digital download now includes fillable PDF handouts.

Each book contains individual subject pretests and teaches concepts in incremental steps.

Books can be taught in any order depending on the students’ skill levels; however, for a complete years’ worth of lessons, present the books in the above order.

Add the companion Vocabulary Enhancement Glossary (128 pages) $20.00 digital

The post Cracking The Grammar Code-Set of Four Workbooks first appeared on Supporting Success For Children With Hearing Loss.

Students with hearing loss often do not hear all of the phonemes of speech, which causes delays in understanding all of the grammatical structures similar to age peers. Systematically teaching specific syntactic forms helps students with hearing loss to strengthen their understanding of language structures they do not consistently hear.

Grammar Chipper Chat is an exciting magnetic chip game that explores 16 of the grammatical structures found on most language assessments, including the CELF and the TOLD. Each grammar area has 20 or 30 color-coded question cards (400 cards total!) with a sentence prompt on one side and picture(s) on the other side. The student fills in the missing word on the question side using the pictures as cues.

Grammar Chipper Chat addresses the following grammatical structures:

• 3rd Person Singular Verbs
• Changing Nouns to Adjectives
• Changing Nouns to Verbs
• Comparatives
• Superlatives
• Copula (is/are, was/were)
• Future Tense
• Irregular Past-Tense
• Verbs
• Irregular Plurals
• Noun-Verb Agreement
• Possessive Nouns
• Possessive Pronouns
• Prepositions
• Present Progressive Verbs
• Regular Past-Tense Verbs
• Regular Plurals
• Subjective Pronouns

Best of all! Each of the 60 Chipper Chat boards has a photo of an animal with the animal name spelled out in the spaces. These engaging game boards provide countless opportunities for your students to practice the grammatical structures they learn by creating sentences about their animal. Let the syntax safari begin!

Grammar Chipper Chat includes:

• 400 full-color illustrated question cards (3 5/8″ x 2 1/8″)
• 60 game board scenes (30 double-sided boards) (9″ x 6″)
• Sturdy Box (keeps the 16 sets of extraordinary cards organized and easily accessible)
• Foam die
• Magnetic wand
• 100 magnetic chips

© 2010

Supporting Success is happy to offer this product from SuperDuper Publications.

The post Grammar Chipper Chat first appeared on Supporting Success For Children With Hearing Loss.

Within the FREE downloadable Syntax Skill Pretests and Simple Skill Activities sample book, there are pretests teachers can use to identify students’ skill levels. Each pretest has a rubric to diagnose specific skills in the broader category.

When you are ready to dive into the full curriculum, there are four comprehensive downloadable books for purchase. The books provide a year’s-worth of teaching materials at your fingertips! Each book contains assessment and teaching materials. The books are available as a complete package as well as separately.

Books can be taught in any order depending on the students’ skill levels; however, for a complete year’s-worth of lessons, present the books in the following order:

(1) Nouns, Articles & Conjunctions (173 pages) and its companion Vocabulary Enhancement – Simple Picture Glossary (128 pages)


(2) Verbs (143 pages)


(3) Pronouns, Adjectives, Adverbs, & Prepositional Phrases (94 pages), and

(4) Finding the Subject & Subject-Verb Agreement (141 pages).

Each book contains individual subject pretests and teaches concepts in incremental steps.

Purchase All 4 Books (Nouns, Verbs, Pronouns, Finding the Subject)

Digital downloads of all 4 books $62.00 (individuals) 

Digital downloads of all 4 books $248.00 (groups of up to 8 users – HALF PRICE!) 
All 4 Books + digital Vocabulary Enhancement Glossary $79.00 (individuals)     

All 4 Books + digital Vocabulary Enhancement Glossary $315.00 (groups to 8 users)

The post Cracking the Grammar Code–Vocabulary Enhancement Simple Picture Glossary first appeared on Supporting Success For Children With Hearing Loss.

Promoting Language & Literacy in Children who are Deaf or Hard of Hearing $65.00 + S/H

There have been so many changes impacting the outcomes of children with hearing loss in the last decade plus! There has also been considerable scientific research about the access, learning, social and educational needs of our students. It is a challenge keeping up with the research and then knowing what it means for changes in every day practice. What I love about  Promoting Language & Literacy  is that those research results have been used as the basis for practice recommendations throughout the book. It is cutting edge! About half of the book is devoted to work with families and children age birth-3. There is a chapter on visual communication modalities followed by a chapter on auditory verbal therapy so there isn’t a single-sided viewpoint presented on communication. The chapters on phonological development, supportive early childhood practices, theory of mind, literacy development and teaching writing would be rich reading for any teacher of school-aged children. The chapters include wonderful  case studies  and what we especially love is the  CD that is filled with video clips  of assessment and teaching strategies. There are tons of inspiring clips, each associated with specific information from a chapter. Although it is clear that this book can be used for teacher training, we believe it is also valuable for any professional who works with children or students with hearing loss and their families.

Promoting Language & Literacy in Children who are Deaf or Hard of Hearing: What are today’s best interventions for supporting language acquisition and literacy for children who are deaf or hard of hearing (D/HH)? This comprehensive book-and-DVD set brings the answers to life for today and tomorrow’s speech-language pathologists, audiologists, and educators. This important volume enlisted more than a dozen experts to present evidence-based intervention approaches , spanning the critical early years of language development through the complex reading and writing challenges of the school years. Chapters cover a continuum of available communication approaches—from auditory-focused to visually-focused to simultaneous use of speech and sign—while encouraging the use of individualized interventions to meet each child’s needs. The included CD with video clips demonstrate how to implement assessments and interventions and work successfully with children and families.

Chapters:

1. Promoting language and literacy development in children who are deaf or hard of hearing: an introduction

Foundations of Intervention

1. Audiological intervention for infants and preschoolers
2. Supporting Families (Birth to 3)

Early Childhood Interventions

1. Family-centered early intervention: principles, practices, and supporting research
2. Family-centered early intervention: supporting spoken language development in infants and young children
3. Sign language, sign systems, and other visual modalities
4. Auditory-verbal therapy: a conversational competence approach
5. Phonological development and intervention approaches for children who are deaf or hard of hearing
6. Supportive early childhood practices and learning environments
7. Internet therapy: providing listening and spoken language intervention to children who are deaf or hard of hearing

III. Language and Literacy in the School Years

1. Reading the world: supporting theory of mind development in deaf or hard of hearing students
2. Models for facilitating literacy development
3. Teaching writing: principles into practice
4. Educational advocacy across the curriculum

CUTTING-EDGE INFORMATION ON

• audiological assessments and technological interventions for children
• principles and practices for family-centered early intervention
• assessments to identify intervention priorities
• Theory of Mind
• auditory-verbal therapy and phonological interventions
• sign language and sign systems
• use of the internet to deliver intervention services
• elements of supportive early education environments
• approaches for optimizing reading and writing skills
• strategies for promoting social and academic success in integrated classrooms

432 pages, with CD

The post Promoting Language & Literacy first appeared on Supporting Success For Children With Hearing Loss.

Children with hearing loss are at high risk for delays in phonological awareness. This skill is heavily reliant upon fine auditory discrimination ability. Reading fluency requires that the individual has a clear, readily accessible mental referent of each of the phonemes. Any ‘mushy perceptions’ will cause confusion and slower reading speeds. At least average reading fluency abilities are necessary for a child to ‘read to learn’ after grade 3 and keep up with successively more challenging reading material.

Chipper Chat has easy-to-use quick assessments for each of the 12 phonological awareness areas allowing you to identify where to pinpoint your instruction and readily measure progress. All of the activities can be performed to strengthen auditory and pre-reading skills simultaneously or can be presented visually (cued speech or visual phonics) to children who are deaf visual learners. The engaging materials, fun magnetic wand and overall flexibility of Chipper Chat make it a great addition for ‘catching up’ children’s spotty early reading skills.
Say “at.” Now, put “ch” at the beginning. What do you get? “Chat,” as in “Chipper Chat!” – the coolest magnetic way to improve your students’ pre-reading skills! Phonological Awareness Chipper Chat is so comprehensive that it targets twelve different areas of phonological awareness skills. It is the ultimate resource for students who are pre-readers and students who have acquired some reading skills, but they need additional assistance in the area of phonological awareness.
Phonological Awareness Chipper Chat skills include:

• Discrimination of rhyming words
• Production of rhyming words
• Segmentation of words in a sentence
• Blending of syllables
• Segmentation of syllables
• Deletion of syllables

• Identification of phonemes
• Blending of phonemes
• Segmentation of phonemes
• Deletion of phonemes
• Addition of phonemes
• Manipulation of phonemes

With 450 items in each phonological area, students will have a phenomenal amount of phonological fun! That’s a grand total of 5,400 opportunities to improve pre-reading skills! Phonological Awareness Chipper Chatalso includes a “Quick Assessment” for each of the twelve areas. The “Quick Assessments” provide the teacher/therapist with an easy method to determine a starting point in the program, emerging skills of the student, and mastery of skills after remediation.
During the game, the students listen and respond to the phonological tasks. They earn chips as the game progresses. Then, the fun continues when the chips “fly up to the magic wand” at the end of the game!

Instructions
Phonological Awareness Chipper Chat

• A total of 60 individual game boards (5 boards for each of the 12 phonological skills, 11″ x 10″)
• 112-page lesson book with target items and reproducible masters for each game
• “Quick Assessments” for each phonological skill area
• Magnetic wand
• 100 magnetic chips
• Record sheet to track student progress
• Large die

The online Rubik’s solver program can find easily the moves to solve a scrambled cube.

The post Phonological Awareness Chipper Chat first appeared on Supporting Success For Children With Hearing Loss.

Phonological Awareness = Precision Listening!

This test assesses all the pre-reading skills that are early indicators of reading success.  Use it to identify children who lack explicit phonological knowledge and have difficulty acquiring sound/symbol correspondences in words.

 Phonological Awareness Test 2Kit $253.00 + S/H

The Phonological Awareness Test 2 is a standardized assessment of children’s phonological awareness, phoneme-grapheme correspondences, and phonetic decoding skills.  Test results help educators focus on those aspects of a child’s oral language that may not be systematically targeted in classroom reading instruction.

Test Description 
This test assesses a student’s awareness of the oral language segments that comprise words (i.e., syllables and phonemes).   The test is comprehensive and includes a wide variety of tasks; performance on each of these tasks has been correlated with success in early reading and spelling.  The straightforward, developmental format lets you easily tease out specific skills and plan effective interventions.

Subtests

• Rhyming:  Discrimination and Production—identify rhyming pairs and provide a rhyming word
• Segmentation:  Sentences, Syllables, and Phonemes—dividing by words, syllables and phonemes
• Isolation:  Initial, Final, Medial—identify sound position in words
• Deletion:  Compound Words, Syllables, and Phonemes—manipulate root words, syllables, and phonemes in words
• Substitution With Manipulatives—isolate a phoneme in a word, then change it to another phoneme to form a new word
• Blending:  Syllables and Phonemes—blend units of sound together to form words
• Phoneme-Grapheme Correspondence—assess knowledge of sound/symbol correspondence for consonants, vowels, consonant blends, consonant digraphs, r-controlled vowels, vowel digraphs, and diphthongs
• Phonemic Decoding—assess general knowledge of sound/symbol correspondence to blend sounds into nonsense words

The post Phonological Awareness Test–2: Normative Update (PAT-2) first appeared on Supporting Success For Children With Hearing Loss.