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Guiding Principles and Essential Practices of Listening and Spoken Language Intervention in the School-Age Years

Soman, Uma; Nevins, Mary Ellen

doi: 10.1097/TLD.0000000000000158
Original Articles

Listening and spoken language (LSL) intervention and education have emerged as the preferred terms representing an intervention perspective that promotes “auditory oral” outcomes for many of today's children who are deaf or hard of hearing (D/HH), including those who are English learners. Practitioners (including speech–language pathologists, educational audiologists, and teachers) working with students who are D/HH require access to evidence-based principles of LSL. A deep understanding of general principles will inform practitioners' development of intervention to promote outcomes for school-aged students who are D/HH or D/HH and English learners. The purpose of this article is to identify principles and practices foundational to developing LSL. Knowledge, skills, and dispositions for practitioners are discussed; descriptions and examples of strategies and resources associated with LSL are included.

Carle Auditory Oral School, Carle Foundation Hospital, Urbana, Illinois (Dr Soman); and Audiology & Speech Pathology Department, University of Arkansas for Medical Sciences, Little Rock (Dr Nevins).

Corresponding Author: Uma Soman, PhD, Carle Auditory Oral School, Carle Foundation Hospital, 611 W. Park St, Urbana, IL 61801 (uma.soman@carle.com).

The authors have indicated that they have no financial and no nonfinancial relationships to disclose.

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.topicsinlanguagedisorders.com).

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