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Language, Deaf and Hard of Hearing - Youngsters, the IEP... and a Pathway to Literacy","","文章围绕听障与重听儿童的个别化教育计划（IEP）展开，强调3岁起即应在IEP中尽早嵌入基础识读目标。文本回顾阅读早期关键技能与解码、映射策略，并说明听障儿童可能难以通过听觉途径获得英语语音编码，因此需要在IEP中加入视觉语音、手指拼写、显性教学、语境线索与整体词识别等专门策略。同时提供针对最幼龄阶段的“游戏与评估”融入方法，强调有目的的语言示范与可理解的互动语言，利用游戏中的自然交流促进语言发展并转化为识读基础。",{"@graph":69,"@context":122},[70,84,105],{"@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-language-deaf-and-hard-of-hearing-youngsters-the-iep-and-a-pathway-to-literacy/580594/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/odyssey-language-deaf-and-hard-of-hearing-youngsters-the-iep-and-a-pathway-to-literacy/580594.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"为什么IEP对听障与重听儿童的识读发展很关键？","Question",{"text":112,"@type":113},"IEP为孩子提供专项教学与服务，能在关键的早期阶段帮助其建立关键识读技能。文中强调在孩子满3岁后应立即将基础识读目标纳入IEP。","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"听障儿童在解码与映射方面可能遇到哪些困难？",{"text":117,"@type":113},"文本指出听障与重听儿童可能难以通过听觉途径获得英语的语音编码，因此解码与映射所依赖的基础路径可能不易完全获取。",{"name":119,"@type":110,"acceptedAnswer":120},"为IEP中的识读目标应加入哪些专门策略？",{"text":121,"@type":113},"文中建议加入视觉语音、手指拼写、显性教学、语境线索与整体词识别等专门策略，以补足早期识读发展的需求。","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},580594,1792298180,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Patrick Graham, PhD, is the department chair for the Master of Science in Secondary Education at the Rochester Institute of Technology/National Technical Institute for the Deaf. His interests are in ensuring multicultural and multimodal education equity for young deaf and hard of hearing children.  \nRaschelle Neild, PhD, is accreditation coordinator at Gallaudet University in Washington, D.C. Her interests are teaching deaf and hard of hearing learners with additional disabilities and teacher attrition and retention in special education.  \nODYSSEY  \nLanguage, Deaf and Hard of Hearing  \nYoungsters, the IEP...  \nand a Pathway to Literacy  \nBy Patrick Graham, Raschelle Neild, and Jennifer Gentzke  \nThe Individualized Education Program (IEP), the child’s plan to ensure specialized instruction and services, can help deaf and hard of hearing children develop critical literacy skills. Deaf and hard of hearing children are entitled to an IEP when they turn 3 years old, and parents and teachers should begin to incorporate foundational literacy skills into the IEP immediately.  \nOver the past two decades, policy makers, researchers, and educators have focused on understanding and improving reading outcomes, especially important as reading—literacy—impacts all areas of academic and lifelong success (Lederberg et al., 2014) . One of researchers’ most important findings has been the importance of early foundational skills. The National Early Literacy Panel (2008) notes the importance of children having these foundational skills prior to entering elementary school.  \nTraditionally, literacy starts with decoding, which is “the ability to apply knowledge of letter-sound relationship, including knowledge of letter patterns to correctly pronounce written words”(Moats, 2024). Once students have decoding skills, they transition to mapping, which means words are memorized through reading and then stored in long-term memory (Ehri, 2014). For hearing students, these two fundamental strategies, decoding and mapping, begin with accessing the phonological code of English. Understandably, deaf and hard of hearing children may find accessing decoding and mapping through audiological means to be  \nPhotos by Matthew Vita, Laurent Clerc National Deaf Education Center  \n2024  \ndifficult; they may not be able to fully access the phonological code for decoding printed English. Therefore, literacy goals on the deaf or hard of hearing student’s IEP should include specialized strategies, such as visual phonics, fingerspelling, explicit instruction, contextual clues, and whole word recognition. Without this additional and specialized education, skills required for early literacy development for deaf and hard of hearing children may continue tobe a challenge and their future academic development compromised (Kelly & BaaracCikaja, 2007; Kyle & Harris, 2011) . Below are some literacy activities to include in the child’s IEP.  \nFor the Youngest Children  \nPlay and Assessment  \nFor the very youngest children, parents and teachers want to make sure that two seemingly unrelated activities are incorporated: play and assessment. Infants and toddlers—hearing, deaf, and hard of hearing—learn a significant  \nAbove: Young children learn social skills and language through play.  \namount of language through play. For deaf and hard of hearing children, play should include purposeful language modeling.  \nPlay is an integral part of childhood. When infants and toddlers play together, they develop a variety of social skills, such as sharing, communicating, arguing, and negotiating. Joined by a teacher, parent, or other language model—who engages and interacts with the child—playtime also becomes a rich opportunity to learn language naturally.  \nPlaytime should include meaningful language that children connect to objects that they see and touch. It doesn’t matter if this language occurs through sign language or spoken language as long as the language is fully accessible to the child.","cbCaijQoGtOWCFjd","https://ap.wps.com/l/cbCaijQoGtOWCFjd","pdf",572363,"English","# Individualized Education Program (IEP)与识读目标\n## 早期基础技能：解码与映射\n# 为听障与重听儿童制定的专门识读策略\n## 可及的语言通道与替代路径\n# 最幼龄儿童：游戏与评估\n## 有目的的语言示范与互动沟通\n# 家庭与学校的语言规划与实施路径","[{\"question\":\"为什么IEP对听障与重听儿童的识读发展很关键？\",\"answer\":\"IEP为孩子提供专项教学与服务，能在关键的早期阶段帮助其建立关键识读技能。文中强调在孩子满3岁后应立即将基础识读目标纳入IEP。\"},{\"question\":\"听障儿童在解码与映射方面可能遇到哪些困难？\",\"answer\":\"文本指出听障与重听儿童可能难以通过听觉途径获得英语的语音编码，因此解码与映射所依赖的基础路径可能不易完全获取。\"},{\"question\":\"为IEP中的识读目标应加入哪些专门策略？\",\"answer\":\"文中建议加入视觉语音、手指拼写、显性教学、语境线索与整体词识别等专门策略，以补足早期识读发展的需求。\"}]","ODYSSEY - Language, Deaf and Hard of Hearing - Youngsters, the IEP... and a Pathway to Literacy | PDF",1792037914,15]