About Session
In kindergarten, children who are deaf and hard of hearing are behind their peers with typical hearing on most metrics of pre-reading skills. This presentation will describe an ongoing effort to track emergent literacy development in preschoolers who are deaf and hard of hearing and their peers with typical hearing.
By the end of this session, the learner will be able to:
- Explain the importance of pre-reading skills for future success.
- Describe the developmental trajectory of emergent literacy in preschoolers who are deaf and hard of hearing.
- Identify intervention targets to improve literacy outcomes for preschoolers who are deaf and hard of hearing.
This session is supported by the National Institute On Deafness And Other Communication Disorders of the National Institutes of Health under Award Number R13DC022792. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.
About the Speaker:
Erin Ingvalson, Ph.D. | University of Washington (United States)
Erin Ingvalson, Ph.D., is a Research Associate Professor in Speech and Hearing Sciences at the University of Washington where she directs the Listen and Learn Lab. Recent work in her lab has focused on understanding how children who are deaf and hard of hearing learn spoken language and develop literacy skills.
