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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
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National Consortiumon Deaf-Blindness
TECHNICAL A
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!
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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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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
Barriers To Literacy
Limited access Limited knowledge Emphasis on pre-requisite skills Attitudes Low expectations Limited opportunities
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Looking at literacy
from a new perspective
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
Effective Literacy Instruction
Motivation
Active Participation
Multiple Modalities
Natural Contexts Linda Burkhart
http://www.Lburkhart.com
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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
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NCDB2.0 Literacy Website http://literacy.nationaldb.org/
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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
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Five Components of Reading (National Reading Panel report, 2000)
• Understanding, not just recognition• Knowledge of concepts and context • Opportunity and ability to demonstrate understanding
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Shifting Our Perspective
Assum
ptions
Literacy Development
Continuum
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Literacy Development Continuum
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Shifting Our Perspective
Literacy Skills Checklist
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Literacy Skills Checklist
Designed to be completed with
team input
Provides guidance about which content
area(s) are likely to be
most helpful
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• Eight individual pages
• Found on the Menu Bar
Content Areas
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
Content Areas
New content recently added Writing Vocabulary Development Comprehension Increasing Fluency Expanding Literacy
Developed in partnership with Deaf-Blind Projects and classroom teachers
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• Research and evidence based• Provided for each content area
Strategies
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Each opens to a new page
with implementation instructions
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Green text indicates a
“pop-up”
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Blue text opens
a link
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Likes and Dislikes Worksheet
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Appears on every
Strategy page
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Printable Reminders
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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
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Planning Section
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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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National Consortiumon Deaf-Blindness
TECHNICAL A
SSISTANCECPERSONNEL TRAININGINFORMATION
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.