The Victorian Deaf Education Institute (VDEI) is pleased to welcome Professor Margaret Harris for a special twilight event. Margaret is working with VDEI as part of an online literacy project, which is currently in development and due for completion late in 2016.
The twilight presentation will be held in the VDEI Learning Centre on Tuesday 10 May. The topic is What factors predict how well deaf children learn to read?
Margaret Harris is Professor of Developmental Psychology at Oxford Brookes University and was Head of the Department of Psychology, Social Work and Public Health from 2006 – 2015. Margaret's main interests are in the development of written and spoken language and she has published widely in this area. Much of her research in the past two decades has focused on the language development of deaf children, especially the dynamics of deaf and hearing mothers' communication with their deaf children and the literacy attainment of deaf school children. She is the author of six books on language development and developmental psychology.
Some further reading is provided below.
We hope you can join us for this once off special event.
For more information on Margaret's twilight and to register visit our Registration page.
To see our other 2016 professional learning events, visit our Calendar of Events page.
Kyle. F.E. & Harris, M. (2010). Predictors of reading and spelling development in deaf children: a three year longitudinal study. Journal of Experimental Child Psychology. 107(3), 229-243.
Harris, M. & Terlektsi, E. (2011). Reading and spelling abilities of deaf adolescents with cochlear Implants and hearing aids. Journal of Deaf Studies and Deaf Education, 16(1), 24-34.
Kyle. F.E. & Harris, M. (2011). Longitudinal patterns of emerging literacy in beginning deaf and hearing readers. Journal of Deaf Studies and Deaf Education, 16(3), 289-304.
Harris, M. (2105). The impact of new technologies on the literacy attainment of deaf children. Topics in Language Disorders, 35(2), 120-132.
Harris, M. (2016). The impact of cochlear implants on deaf children's literacy. In M. Marschark and P. E. Spencer (eds.), Oxford Handbook of Deaf Studies, Language, and Education Volume 3. (pp 407-419. New York: Oxford University Press.)