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Literacy for Children with Combined Vision and Hearing Loss

Strategy 7: Teach letters and familiar words

What to do

  • Continue to provide labels in a variety of text formats within the environment
  • Call attention to letters and words the child is currently learning in order to increase practice opportunities in a meaningful way
  • Introduce letters/words within contexts/experiences/activities that are meaningful and of interest to the child
  • Find meaningful ways to teach the alphabet, (scroll down to Module 6)
  • Embed and insert these letters and words in texts used throughout the day in daily living/ recreational/ scheduling activities (routines) to provide meaningful and frequent practice
  • Read signs and/or communications cards before/during/after community-based instruction
  • Expect child to recognize/use print during daily activities (e.g. find seat, names on daily schedule, personal information, lunch menu)
  • Match objects and pictures to print/tactile/braille words

Things to consider

  • Are you presenting materials in a consistent manner each time?
  • Are you using the child's preferred communication method(s)? Signing as well as speaking?
  • Are you allowing enough practice time before you introduce new letters and words?
  • Are you providing enough wait time for the child to process new information and respond?
  • Have you determined what object or text format you expect the child to use to initiate or respond? Is the child aware of your expectation?


Always Ask Yourself