The Dragonfly Story

Intervention Activities

The following documents have been designed to provide you with information that will help you to plan the best possible learning experiences for those children in your classroom who have a history of conductive hearing loss, and who may continue to experience episodes of hearing loss.

Seven broad strategies have been identified, and it is important that you consider each of these strategies in planning, teaching, and learning experiences for your class.

  1. Classroom organisation
  2. Ear awareness for children
  3. Oral language for literacy
  4. Sound system
  5. Linking sounds to writing
  6. Analyse spelling errors
  7. Peer tutor program
Strategy 1 relates to the general organisation of classroom activities. Strategy 2 outlines ways to help children start to understand and take responsibility for managing their own hearing loss.
The remaining strategies detail specific types of teaching and learning activities which may be used to help children with a history of conductive hearing loss to develop oral language and literacy skills. These teaching and learning activities are typically short, enjoyable activities which can easily be included in the classroom program. Some activities should not be attempted until the skills targeted in other activities are well established. Where this is the case, the description of the activity includes this information.

Note:

Strategies 4, 5 and 6 deal very specifically with the sounds of the language code (s) spoken by the child, and the way these sounds are represented in writing. It is important that you clearly separate the concepts of  ‘sound’ and ‘letter’ when working within these strategies. It is also important to clearly differentiate these concepts within this resource, and so two conventions were adopted.

Sounds are represented using diagonals. For example, /k/ indicates the sound that is heard at the beginning of ‘cat’ and ‘kangaroo’, and which may be represented by the letters ‘c’, ‘k’ or ‘ck’. When you see letters enclosed within these diagonals, you should read them as a sound not a letter name.

Letters are represented using single quotes. For example, ‘k’ indicates the letter k, and should be read using the letter name ‘kay’.