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It explains that language-rich environments alone may not build core comprehension skills such as vocabulary understanding, inferencing, and meaning monitoring. Using CCCBSD practice across classrooms, therapies, arts, STEAM, and community activities, the authors describe how professionals explicitly transform language-rich settings into language comprehension-rich environments through targeted strategies like background knowledge, negation skills, and categorical understanding.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/odyssey-across-all-settings-fostering-environments-rich-in-language-comprehension/580600/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/odyssey-across-all-settings-fostering-environments-rich-in-language-comprehension/580600.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the article emphasize language comprehension for deaf learners?","Question",{"text":111,"@type":112},"Language comprehension supports literacy development, which affects independence, life skills, and postsecondary employment. It is especially important when learners do not yet have a strong language foundation to learn through language.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the article mean by “deaf,” “Deaf,” and “deafdisabled”?",{"text":116,"@type":112},"The authors use “deaf” inclusively for audiologically deaf individuals, culturally Deaf individuals, and hard of hearing individuals. They use “deafdisabled” to refer to deaf or hard of hearing individuals who also have one or more disabilities.",{"name":118,"@type":109,"acceptedAnswer":119},"Which foundational skills does the article identify under language comprehension?",{"text":120,"@type":112},"The article lists background knowledge, negation skills, and categorical understanding. It also links these skills to each other through real learning experiences.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},580600,1792079815,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Sarah Brandt, EdD, is the director of Outreach at The Children’s Center for Communication/Beverly School for the Deaf in Beverly, Mass. Formerly a teacher of the deaf, Brandt promotes excellence in the availability and quality of educational and enriching services for learners of all ages who are deaf or deafdisabled, their families, and those who educate them.  \nMaddy Gibson, MEd, is a teacher of the deaf and reading specialist at The Children’s Center for Communication/Beverly School for the Deaf in Beverly, Mass. Gibson develops and implements language and literacy plans for students who use American Sign Language, spoken English, and augmentative and alternative communication devices.  \nODYSSEY  \nAcross All Settings:  \nFostering Environments Rich in Language Comprehension  \nBy Sarah Brandt, Maddy Gibson, and Amy Szarkowski  \nIn line with current recommendations (Garberoglio et al., 2019), the authors use the term ‘deaf ’ inclusively to refer to audiologically deaf, culturally Deaf, and hard of hearing individuals, while ‘deafdisabled’refers to those who are deaf, Deaf, or hard of hearing and have one or more disabilities.  \nFor deaf children—as for all children—exposure to a language-rich environment is a cornerstone of developmental and educational opportunity. An environment rich in language promotes natural, direct, and responsive communication (Mugweni, 2019) and contributes to building a language comprehension foundation. Language comprehension is tied to literacy development, which in turn impacts life skills, independence, and postsecondary employment (Donnellan & Mathews, 2021) .  \nSome deaf children acquire and apply language naturally through daily experiences, conversations, and interactions in an accessible first language. However, some deaf children, including those children who have experienced language deprivation (Hall et al., 2017), those with insufficient early language access (Szarkowski, 2018), and those who are deafdisabled (Guardino et al., 2022), may benefit from explicit strategies that transform language-rich environments into language comprehension-rich environments. These environments explicitly foster the development of language comprehension skills to support learners who do not yet possess the language foundation “to learn through language.”  \nProfessionals in our setting—The Children’s Center for Communication/Beverly School for the Deaf (CCCBSD)—embed foundational language comprehension strategies within language-rich environments. This occurs in traditional classrooms as well as in a variety of other settings, such as therapeutic services, programs in related arts (e.g., art, music, physical education) and STEAM (science, technology, engineering, the arts, math), and community-based activities. Professionals in these  \nPhotos courtesy of CCCBSD  \n2024  \nsettings strive to make their learning environments not just language-rich but also rich in fostering the development of foundational language comprehension skills.  \nThe Foundations of Language Comprehension  \nLanguage comprehension consists of many elements, such as understanding vocabulary, inferencing, and monitoring meaning (Oakhill et al., 2019) . For learners without a strong language foundation, exposure to a languagerich environment may not be sufficient to develop these skills. For these learners, foundational language comprehension skills may need to be explicitly taught. According to DiPerri (2013), foundational language comprehension skills include:  \n• Background knowledge—The knowledge created as children experience the world, integrate and organize new knowledge, and develop critical thinking skills.  \n• Negation skills—The ability to say “no,”identify when something is incorrect, or  \nAbove: A student plays basketball during a schoolwide tournament, building both background knowledge and categorical understanding of sports-related concepts.  \nindicate if something does not make sense.  \n• Categorical understanding—The awaren","cbCainejhOgBwmFI","https://ap.wps.com/l/cbCainejhOgBwmFI","pdf",595206,"English","# Across All Settings\n## Fostering Environments Rich in Language Comprehension\n# The Foundations of Language Comprehension\n## Key Elements of Language Comprehension\n## Background Knowledge, Negation, and Categorical Understanding\n# Supporting Language Comprehension Across Contexts\n## Professional Development and Implementation","[{\"question\":\"Why does the article emphasize language comprehension for deaf learners?\",\"answer\":\"Language comprehension supports literacy development, which affects independence, life skills, and postsecondary employment. It is especially important when learners do not yet have a strong language foundation to learn through language.\"},{\"question\":\"What does the article mean by “deaf,” “Deaf,” and “deafdisabled”?\",\"answer\":\"The authors use “deaf” inclusively for audiologically deaf individuals, culturally Deaf individuals, and hard of hearing individuals. They use “deafdisabled” to refer to deaf or hard of hearing individuals who also have one or more disabilities.\"},{\"question\":\"Which foundational skills does the article identify under language comprehension?\",\"answer\":\"The article lists background knowledge, negation skills, and categorical understanding. It also links these skills to each other through real learning experiences.\"}]","ODYSSEY - Across All Settings - Fostering Environments Rich in Language Comprehension | PDF",1792037925,13]