This activity includes two articles related to language and literacy intervention for children with hearing loss and deafness. In the first article, Stephanie Mary Raymond and Tring D. Spencer investigate the effect of narrative language intervention on the narrative retelling skills and vocabulary use of children with hearing loss. In the second article, Krystal L. Werfel and Sarah Lawrence describe specific considerations for print-referencing interventions for children with hearing loss along with a case study.

The respective authors conclude that print referencing, with specific considerations for children with hearing loss, may be an effective emergent literacy intervention to increase conceptual print knowledge for children preschool-age with hearing loss; and narrative intervention is promising for facilitating language skills improvement for children with hearing loss. Both studies require replication for their findings.

Learning Outcomes
You will be able to:

• discuss how to implement narrative language intervention to improve skills children need to be able to produce a strong narrative retell
• describe print-referencing intervention and how it may increase emergent literacy and print knowledge skills

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. The Effect of Narrative Language Intervention on the Language Skills of Children With Hearing Loss by Stephanie M. Raymond and Trina D. Spencer , published in SIG 9, Volume 6, Issue 2, April 28, 2021
2. Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss by Krystal L. Werfel and Sara Lawrence, published in SIG 9, Volume 5, Issue 6, December 17, 2020