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Teaching a child with cochlea implants to read

Discussion in 'Primary' started by notime, Jan 15, 2012.

  1. I have a child in my class who has been implanted for two years. He has learnt the single letter sounds and can match them to graphemes but I am now stuck with where to take him. I would welcome any thoughts / experiences on this. He finds it hard to hear the sounds in words, so have been doing a lot of work on this instead of moving onto long vowel sounds. I did wonder about teaching using whole word recognition but was unsure ...
  2. Lara mfl 05

    Lara mfl 05 Star commenter

    It might be worth a try, what can you lose by it?
    You say he's had it for 2 years, is it fully attuned yet? If not, as it is, his identification of sounds may improve.
    I would be looking at his deaf advisor, who presumably comes to help on a regular basis? If not request some help from one as they've got the experience (and possibly resources) to help you.
  3. Several of the main spellings for the long (ee, oo, ou)
    should not be too difficult for him
    nor patterns like 'cake, lake'.
    It's only the abuse of those patterns, such as 'ou' in 'soup' and 'trouble', that is will cause him difficulties, as it does for dyslexics.
    Dyslexia specialists are the most likely to be able to help u.
    Try the Special Needs forum?

  4. Thank you everyone for your help. Will look into the cued speech. The main problem seems to be him hearing back what he has said himself when trying to read. His hearing support teacher doesn't really come up with any suggestions for this, which I find frustrating.
  5. I have a child in my class with implants. The Teacher of the Deaf comes in weekly to support her. I felt that she may not be able to distinguish between some of the digraphs etc, so I asked her if this could be checked. She got another person to come in and assess her to check she could distinguish them ok. She was fine, but it was useful to get confirmation. She does sometimes find it hard to hear back, but it usually because there is background noise. She definitely finds it harder with a group read which takes places in the class with other children around, rather than listening to her individually in a quiet place. The assessment did flag up she had an issue with rhyme, which we are now addressing.
    Do check his implants are fully tuned, as another poster suggested, as this will have a big bearing. Then ask the hearing support teacher if his hearing can be assessed so you know where you are. The hearing support teacher should be coming up with suggestions, so ask them to ask back at base for advice to encourage them to support you.
  6. s07


    Most cochlear implanted children do not have any residual hearing and what they hear through implant is not the same as what we hear. Implanted children's brains get trained to make sense of what they hear over the time.

    Please ask the teacher of the deaf if she can have FM radio aids. The access to the radio aids with cochlear implant will only be considered if the child is matured enough to discriminate acceptable and unacceptable sounds, e.g. If the child can not show irritation to screeching, they haven't develop enough maturity to qualify for FM system.

    Please ask the specialists to look into it as if she is the right candidate, she will benefit hugely from FM system.

    Good luck

    Teacher of the deaf
  7. I had a child with cochlear implants with me last year. We had the same issue and she was checked and was fine BUT in the noisy classroom envrionment she finds it hard to hear what she is sounding out, so misses out parts of words, but also found it hard to hear when doing guided reading in a noisy class, due to background noise. I spoke to her Teacher of the Deaf and we really focussed on her sounds, when the teacher came in each week and I made sure when writing she was sitting in a quieter area of the classroom. It is improving though now, it just needed a really big focus on her sounds. I tried to make sure she did more individual reading outside the classroom where she could hear without the background noise too, which helped. The teacher who came in weekly did little activities around this with her every week, in a quieter environment.
  8. Does your LEA have a service for helping deaf pupils? Many LEAs have a teacher of the deaf who supports around the LEA.

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