This section of Info to Go focuses on resources available to address the development of spoken language for children who are deaf or hard of hearing.
About: Spoken Language Habilitation: Considerations, Strategies, and Resources
This paper, developed at the Clerc Center, discusses considerations for addressing listening, speech, and spoken language development. Included are links to a variety of resources to support this area of development.
BrainVolt- Auditory Neuroscience Lab; Northwestern University
The website of the Auditory Neuroscience Laboratory at Northwestern University provides information about the neurobiology of auditory learning. It links to evidence underlying speech and music perception and learning-associated brain plasticity.
Frequently Asked Questions: Considerations for Using an ASL and Spoken English Bilingual Approach with Young Children who are Deaf and Hard of Hearing (Clerc Center, PDF)
This FAQ, developed at the Clerc Center, responds to questions related to bilingual development in two modalities. It discusses evidence supporting an ASL and spoken English approach and the planning process essential to implementing this approach with young children. It provides references and resources related to this topic.
Listening and Spoken Language Knowledge Center (AG Bell)
The website of the Alexander Graham Bell Association provides information for families and professionals on a variety of topics related to spoken language development and oral education for children who are deaf or hard of hearing.
Information from The Oberkotter Foundation focuses its efforts on supporting families who have chosen listening and spoken language for their child and on opportunities for children learning listening and spoken language to develop their social, emotional, language, and educational skills. This website links to videos and print resources.
This article written for the 2012 special issue of Seminars in Speech and Language focused on deaf and hard of hearing students. Written by Debra Nussbaum, Bettie Waddy-Smith, and Jane Doyle from the Clerc Center, the article addresses considerations in developing spoken language for students who also use sign language.