| Planning a time to read to child who is deaf or hard of | | | | setting. Others need additional help in following the |
| hearing may seem impossible. Try these strategies. | | | | reading. Perhaps the child communicates with sign |
| The parent or teacher who wants to read to a child | | | | language. Obviously, the parent or teacher will need to |
| with a hearing impairment must take several things into | | | | use the same during the reading session. Often deaf |
| consideration. The nature and degree of the hearing | | | | parents of deaf children sign on the book, so to speak. |
| loss as well as the child's communication method are | | | | They place their hands directly next to the picture or |
| necessary to evaluate. | | | | print word as they sign and read. |
| Kind of Hearing Loss Impacts ReadingOne should | | | | Other children rely more heavily on speech reading. |
| consider the kind of hearing impairment the child has. | | | | They will need to see the reader's mouth movements. |
| Perhaps the child is hard of hearing. He may be able to | | | | Then, have an opportunity to look at the print word. In |
| hear some or most of the sounds that make up | | | | such a repetition, the child can associate the print word |
| spoken language. It is important, however, to plan a | | | | with the word. |
| shared reading time with minimal background noise. | | | | Books for Kids With Hearing LossHearing loss is an |
| Also, the child should be wearing his hearing aids. | | | | invisible disability. However, its impact on language |
| Parents can determine if the child is following or | | | | acquisition is tremendous. This is true for even small |
| understanding by asking questions. Simple questions | | | | degrees of hearing loss. Therefore, it is important to |
| that can be answered with "yes" or "no" are not the | | | | choose a book that is the appropriate language level |
| best choices. It is obvious that someone answering a | | | | for the child. For some young children, the best choice |
| yes-no question has a 50-50 chance of getting the | | | | might even be a naming book with isolated pictures |
| answer correct. Likewise, parents should not ask the | | | | and then a single word to label each. The best choice |
| child if he understands. The temptation is great to | | | | of book can be determined by talking with the child's |
| seem like one understands when really the opposite is | | | | teacher. |
| true. The following kinds of questions can be helpful in | | | | It is possible to plan a productive reading time with the |
| checking for understanding:whowhatwherewhenwhy | | | | child with a hearing loss. However, it is important to |
| (very difficult)Communication Method Impacts | | | | accommodate the child's communication and receptive |
| ReadingSome children, especially those with some | | | | language needs. |
| hearing in the speech range, do well in a quiet reading | | | | |