- Thursday, 12 September, 2019 - Friday, 31 December, 2021
9:00 am - 12:00 am
Improving reading and writing outcomes for deaf students is an ongoing focus for educators and other professionals in our field – even at a time when advances in hearing technologies have allowed for significant gains in many areas of language and literacy development. This raises questions as to which aspects of literacy instruction warrant our attention in the context of 2019. In this workshop, we will address two topics that are informed by the current research evidence base. The focus of the first half of the workshop will be on Theory of Mind (ToM), the nature and importance of this construct, and how it can be identified and developed through reading and writing instruction. In the second half of the workshop, the focus will be on vocabulary instruction and development as this has been shown to be an area of weakness across the range of deaf learners. For both topics, examples from deaf students will be used as the basis for our discussion. Practical strategies, approaches, and resources from the primary years through high school will also be presented and described.
- Describe the nature of Theory of Mind (ToM) and its relationship to language development
- Identify evidence of ToM in written language
- Learn how to use reading and writing instruction to develop ToM
- Identify the gaps in vocabulary development that are informed by the current evidence base
- Develop instructional strategies to support vocabulary development across a range of deaf learners
Dr. Connie Mayer
Dr. Connie Mayer, EdD, OCT Professor, York University, Toronto Honorary Professor, HCD/Faculty of Biology, Medicine and Health, University of Manchester Dr. Mayer is a Professor in the Faculty of Education at York University in Toronto and academic co-ordinator of the Teacher Preparation Program in the Education of Deaf and Hard of Hearing (DHH) students. Prior to coming to York, Dr. Mayer worked for more than twenty years as a consultant, administrator and teacher of deaf students from preschool through postsecondary across the range of communication settings. She is an Associate Editor for the Volta Review, a member of the Editorial Board for the Journal of Deaf Studies and Deaf Education, the American Annals of the Deaf and the Reading Research Quarterly, and the Advisory Council of the Central Institute for the Deaf. Her research focuses on language and literacy development in deaf learners, early literacy and early intervention, cochlear implantation, bilingualism, and models of teacher education. In 2016 she was awarded the Sister Mary Delaney Lifetime Achievement Award in recogntion of her work in teaching, research and service in the preparation of teachers of DHH students by the American College Educators of the Deaf and Hard of Hearing. In 2017 she was recognized as a Research Leader at York University, and most recently was awarded an Honorary Professorship in the Division of Human Communication, Development and Hearing at the University of Manchester in the UK. Current projects include investigations of Theory of Mind in the written language of deaf learners, and a 3-year SSHRC funded study to update the evidence base with respect to the literacy outcomes of deaf students.
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