Foundations for Literacy is a one-of-a-kind, evidence-based intervention designed specifically for preschool and kindergarten-aged children who are deaf or hard of hearing. Educators implement Foundations for Literacy an hour each day for the school year. Targeted learning objectives include vocabulary, narrative skills, alphabetic knowledge, phonological awareness, and reading decodable words and short connected text. Each lesson includes strategies for differentiating instruction using fun, multi-sensory, age-appropriate, integrated activities.
Over 150 classroom teachers across the country have successfully implemented it in LSL and total communication classrooms. We have evidence that it is effective in improving children’s language and literacy skills.
Foundations for Literacy was developed by an interdisciplinary team of professionals:
Dr. Amy R. Lederberg, an educational psychologist, is a Regents’ Professor in the Educational Psychology, Special Education, & Communication Disorders department at Georgia State University (GSU)
Ms. Elizabeth Malone Miller, a former teacher of the deaf and hard of hearing, is a Curriculum Specialist at the Atlanta Speech School
Dr. Susan Easterbrooks, a deaf educator, was a Regents’ Professor, Educational Psychology, Special Education, & Communication, GSU
Dr. Stacey Tucci, a former teacher of the deaf and hard of hearing, is director of Georgia Pathway to Language and Literacy
Dr. Victoria Burke, a reading specialist, is a Research Scientist at the Center on Literacy and Deafness, GSU
Dr. Carol M. Connor, a former speech pathologist and reading specialist, is a Chancellor’s Professor, School of Education, University of California-Irvine
And many classroom teachers.
For more information, contact Dr. Amy Lederberg (email@example.com)
Foundations for Literacy was developed with support by the National Center for Special Education Research and the Institute of Education Sciences,
U.S. Department of Education through Grants R324E06035, R324A110101 R324C120001 awarded to Georgia State University. The content on this site does not represent views of the Institute or the U.S. Department of Education.