Natural Aural Approach: Guide

Sue Lewis, Alison Holmans and Cate Statham | View as single page | Feedback/Impact
Natural Aural Approach
Evidence
Background
Context
Interventions (Resources)
Case Studies
General Language Acquisition
Natural Aural Approach Explained
Essential Features of a Natural Aural Approach
Handouts and Useful Websites
Personal Stories
Early Intervention
History of Natural Aural Approach
Working With Families
Listening and Talking Skills
Parent Child Interaction
The Importance of Early Language
Natural Aural Approach and Schools
Working With Professionals
Supporting the Curriculum
Deaf Adults and Young People
Natural Aural Approach Articles
Natural Aural Approach and Atypical Children
Audiological Support
10 Facts (Principles) of Natural Auralism
Parent Partnership
Further Reading
Development of Language
Monitoring Progress
Monitoring Protocol
Strength of Evidence
Transferability
Areas of Further Research
Editor’s comments
Online Community

Supporting the Curriculum

The development of literacy skills across curriculum and higher level thinking skills is most easily assimilated when actively participating and engaging in dialogue with an age appropriate peer group.  Such skills include, comparing, predicting, justifying and dealing with abstract concepts and are essential if the child is to meet his/her educational potential.

 

Supporting Reading within a Natural Aural Approach Sue Lewis

Reading and writing in the natural aural approach Sue Lewis

 

Evidence of achievement within a Natural Aural Approach

Deaf children who learn to speak naturally have the language skills to go on and develop literacy skills     

 

Lewis S and Hostler (1998).  Some outcomes of mainstream education

Susan Gregory BATOD  Social and Emotional Development of Deaf Children

Helen Chilton - 2019 Theory of mind and deaf children

Helen Chilton  2017  Tricks, lies and mistakes: identifying Theory of Mind concepts within storybooks shared with deaf children

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