early literacy: perkins panda tom miller educational partnerships program perkins school for the...
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Early Literacy:Early Literacy:Perkins Panda Perkins Panda Early Literacy:Early Literacy:Perkins Panda Perkins Panda
Tom MillerTom MillerEducational Partnerships ProgramEducational Partnerships Program
Perkins School for the BlindPerkins School for the Blind
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Early Literacy
•What is Literacy????
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Early Literacy
• “Literacy in its most basic form is the ability both to understand and to express one’s feelings, desires and experiences to others.”
Perkins Panda Resource Guide, p. 7, 2002
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Early Literacy
• How does literacy develop?
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Early Literacy
• “Experiences are at the heart of literacy development.”
• Perkins Panda Resource Guide, p 6, 2002
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Early Literacy Language development Hierarchy
Verbal Symbolic BehaviorVisual Expressive language: WritingVisual Receptive Language: ReadingAuditory Expressive Language: Speech
Auditory Receptive Language:Comprehending the Spoken Word
Inner LanguageVisual/Auditory Symbol and experience
EXPERIENCEMyklebust, Psychology of Deafness, 1969
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Early Literacy
• How might visual impairment and/or additional disabilities affect literacy development?
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Early Literacy
• Primary issue is the loss of incidental learning– ACCESS to the full sensory experiences of life which enable us to build an understanding of the world.
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Early Literacy
• What is our role as parents, caregivers and professionals in literacy development?
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Early Literacy
• As families, caregivers and professionals our primary role is enabling the child to “read the world.”
• Rosenketter, Learning to Read the World, p. 4, 2004
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Early LiteracyThe Perkins Panda Early Literacy
Program is designed to encourage:
• Connections between caregiver and child
• Literacy opportunities which focus on play and social interaction
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Early Literacy• To enable the child to read the
world you need:• PRESENCE– being there when child
reaches for a toy, smiles, and responding with acknowledgement, pleasure, and verbal labels.
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy• Music and songs create a fun
opportunity for being “present” with your child.
• An opportunity for movement, concept development and social interaction.
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Early Literacy
• TIME– to notice and expand on the child’s efforts, to explain actions and words, and to share, label and jointly experience everyday activities.
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy
• Opportunities for literacy learning exist within all our day to day experiences with our child.
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Early Literacy
• WORDS– well chosen to encourage child’s efforts, words combined with waiting for the child’s first communication attempts via whole body movements, gesturing, vocalizations or pseudo-words.
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy
• Literacy is more than words.
• Literacy involves the ability to “read” and communicate one’s needs and desires through objects, symbols, pictures, sign, gestures, or print.
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Early Literacy
• PRINT– acknowledge and expose the child to the many forms of print (symbols, pictures, Braille) in their day to day life.
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy
• Successful literacy development connects objects, words, symbols, or pictures to the child’s experiences.
• Literacy gives meaning to your child’s world and connects them to others.
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Early LiteracyINTENTION– repeatedly and emphatically emphasize the lifelong importance of (for both adult and child) of words and print.
• (tangible symbols; objects; pictures, Braille)
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy
• Key message is:• “ Language works. Print,
objects, symbols, braille are fun. They make my life better.”
• Rosenketter, Learning to Read the World, p. 6, 2004
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Early Literacy• Literacy development is grounded
in our interactions with the child with visual impairments
andIn how we make everyday experiences and concepts accessible.