Event Details

CE Program/Activity
 Unlocking the Foundations of Reading for Learners Who Are Deaf or Hard of Hearing Module 2: Essential Components of Reading
Provider
 OCALI
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Location
 Available Online - To access the module, an account must be created on the Outreach Center website by clicking on the Learning Hub On-Demand PD link here https://deafandblindoutreach.org/professional-development-opportunities. Once an account is created, the module can be accessed here: https://deafandblindoutreach.org/m/1037 .
Date(s)
 Available On Demand
CE Hours
 1 hour
Contact Information
 https://deafandblindoutreach.org/about-us/contact-us
Registration Information
 To access the module, an account must be created on the Outreach Center website by clicking on the Learning Hub On-Demand PD link here https://deafandblindoutreach.org/professional-development-opportunities. Once an account is created, the module can be accessed here: https://deafandblindoutreach.org/m/1037 .
Fees
Description of CE Program/Activity
 Module Abstract: Staying up to date on reading research while meeting and assessing the literacy needs of learners who are deaf or hard of hearing can be a juggling act. This module series is designed to provide educators and practitioners with what they need to implement best practices and provide access to reading instruction for each deaf or hard of hearing learner they serve. This module is the second in the series and will dive into reading research and how it applies to reading instruction for deaf and hard of hearing learners. This module is brought to you by The Outreach Center for Deafness and Blindness in partnership with The Teaching Diverse Learners Center at OCALI and The American Printing House for the Blind (APH). Learning Objectives: a) Identify the Big 5+ ideas outlined in reading research that are critical components for literacy instruction for all learners. b) Describe the skillsets of word recognition and language comprehension and give one reason why mastery in each is needed to achieve reading comprehension. c) Give two examples of how learners who are deaf or hard of hearing may have access to and utilize phonological skills.

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