NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1152639
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: As Provided
ISSN: ISSN-0271-8294
Using Pretend Play to Promote Foundations for Text Comprehension: Examples from a Program for Children Who Are Deaf and Hard of Hearing
Westby, Carol; Wilson, Deborah
Topics in Language Disorders, v37 n3 p282-301 Jul-Sep 2017
This review article starts with an overview of changing education paradigms and the literature on cognitive and linguistic relationships in imaginative play related to comprehension of oral and written texts. Strategies for developing the cognitive and linguistic foundations for text comprehension through play are described. A review of current literature on children who are deaf or hard of hearing (DHH) indicates that many of them are at risk for deficits in imaginative play and text comprehension related to deficits in language, cognition, theory of mind, and social-emotional skills. The article concludes with description of a play-based educational program that was implemented with preschool children who are DHH. It is an example of how play-based interventions could be implemented with other populations facing language and literacy challenges.
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A