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Literacy for Children with Combined Vision and Hearing Loss

Strategy 3: Connect real-life experiences to literacy activities.

What to do

  • Identify child's likes and interests and use as basis for planning literacy activities
  • In the child's daily routines and activities draw attention to words and text in the environment (e.g. Point out labels on food packages, point out doctor's name on door, McDonald's logo)
  • Think about what the child is already doing at home, at school or in the community and how to make it a literacy activity
  • Introduce print/braille vocabulary to match objects in child's calendar box or schedule
  • Create experience books about naturally occurring activities using objects or partial objects to represent the activity
  • Read child's experience books with him or her multiple times (before and after the activity, to tell someone else about the activity, at home)
  • Make sure the child has access to the experience book during leisure times
  • Read signs and/or communications cards before/during/after community-based instruction

Things to consider

  • Does the child know/understand the concepts that relate to the literacy activity?
  • Are you communicating key words and phrases during daily routines?
  • Is the team, including family, communicating in a consistent manner?
  • Is there an expectation that the child respond?


Always Ask Yourself