The Dragonfly Story

Intervention Strategies Overview

Seven broad strategies have been identified that will help you to plan the best possible learning experiences for those children with a history of conductive hearing loss.

The first of these strategies (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 (Strategy 3, 4, 5, 6 and 7) detail the 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.

The teaching and learning activities found in these strategies 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 will include this information. 

Three of the strategies (Strategy 4, 5 and 6) deal 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.

In order to make it clear when to use a letter ‘sound’ rather than a letter ‘name’, the following convention has been adopted:

  • To indicate that a letter sound is being targeted, the letter is put between 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’.
You can access the documents for these strategies here: