Developing Written Language for DHH Students with Low English Language Skills

by Kristin Di Perri

This course presents critical instructional activities that at risk DHH students need in order to become independent writers. The activities described take advantage of student’s visual strengths to build independent writing skills using a developmentally appropriate and conceptually based design for instruction. This information is essential for students who do not have access to phonetic information in English. RID CEUs.
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Developing Written Language for DHH Students with Low English Language Skills

Course Curriculum

    1. Written Language - Module 1 - 17 minutes

    2. Written Language - Module 2 - 19 minutes

    3. Written Language - Module 3 - 35 minutes

    4. Written Language - Module 4 - 14 minutes

    5. Quiz - Developing Written Language for DHH Students with Low English Language Skills

    6. COURSE EVALUATION - Developing Written Language for DHH

    7. ASHA Verification Form - Developing Written Language for DHH

    8. LSLS CEU Letter - Developing Written Language

    9. ISBE Professional Development Hours

    10. RID Directions for Interpreters

3 Learner Outcomes

  • Identify the components that make a beginning writing program effective for DHH students who do not use English phonemic information for the purpose of encoding their thoughts to print
  • Describe the “Handshape Holder” as an intervention tool for maintaining independent thought during rough draft writing
  • Describe ways to monitor writing development progress

Meet Your Instructor

Kristin DiPerri

Kristin DiPerri, Ed.D. is an independent educational consultant and literacy development specialist for students who are deaf and hard of hearing. She has presented throughout the US and abroad to teachers of the deaf/hard of hearing. For over 37 years she has worked as a classroom teacher, a researcher, an instructor in the Deaf Education program at Boston University and as the English Literacy Coordinator at a residential school for the deaf. She consults with several schools/programs in the US and internationally to implement new literacy programming approaches to meet the diverse literacy needs of DHH students. She is the author of several instructional publications: 5 workbooks for students, the Bedrock Literacy Curriculum and co-author with Todd Czubek, Ph.D. of the Bilingual Grammar Curriculum. She is the owner of Bedrock Literacy & Educational Services.