Description

ASL is gaining popularity as a foreign language in U.S. colleges and high schools. However, the instructional and learning strategies used to teach printed languages to those with dyslexia may not be effective for learning a visual language. To improve automaticity in the recall of ASL vocabulary for students with dyslexia, Skinner’s intervention, Cover, Copy, & Compare was adapted to a multimedia format, providing needed practice for students with dyslexia to acquire ASL; the nature and results of this adaptation are the focus of this presentation.

Learning Objectives:

• ACCOMMODATIONS: Identify the critical elements in a disability document that will support the accommodation requests for students with learning disabilities.
• English Language Learner: Examine the relationship between acquisition of second language and instructional implication for students with language learning disabilities/dyslexia.
• MULTISENSORY STRUCTURED LANGUAGE INSTRUCTION: Assess multisensory language instruction and how it can effectively be taught in a classroom setting.
• READING, SKILLS, & STRATEGIES: Outline the critical components for proficient reading including language development, phonological awareness, decoding, fluency and comprehension.
• TECHNOLOGY: Access potential applications of language-based technology for direct instruction and/or accommodation for students with dyslexia and other language learning disabilities.

Disclosure: Sara Evans and Sherry Mee Bell have no relevant financial or nonfinancial relationships to disclose.

Speaker(s):

• Sherry M. Bell, Ph.D., Professor, Department Head, University of Tennessee
• Sara Evans, M.Ed., NIC, Doctoral Candidate, Instructor, University of Tennessee