ERIC Number: EJ1254708
Record Type: Journal
Publication Date: 2020-Jan
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-4159
EISSN: N/A
Home Literacy Environment and Emergent Skills in Preschool Children with Hearing Loss
Reynolds, Gabriella; Werfel, Krystal L.
Journal of Deaf Studies and Deaf Education, v25 n1 p68-79 Jan 2020
Home literacy practices reported by parents of preschool children with hearing loss were compared to those reported by parents of their peers with typical hearing. Parents completed a questionnaire from Boudreau, D. (2005. Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36, 33-47. doi:10.1044/0161-1461(2005/004)) assessing home literacy practices across areas such as parent facilitation of literacy and time spent reading per week. As part of a larger study, children completed language and emergent literacy assessments. Parents of both groups reported similar amounts of time spent reading to their children and scored similarly on report of parent facilitation of literacy, even though children with hearing loss scored lower on measures of emergent literacy. However, parents of children with typical hearing reported that their children had higher engagement and interest in books than children with hearing loss. Additionally, only child engagement with books was correlated with emergent literacy skills and only for children with hearing loss. The results suggest that parent facilitation of literacy alone is not correlated with emergent literacy scores; children must take an active role in their reading development. Children with hearing loss must be active participants during shared book reading. It is therefore essential to develop ways to actively engage children with hearing loss during reading activities.
Descriptors: Family Environment, Emergent Literacy, Language Skills, Hearing Impairments, Books, Correlation, Parent Attitudes, Preschool Children, Comparative Analysis, Measures (Individuals), Parent Child Relationship, Reading Habits, Hearing (Physiology), Reading Interests, Scores, Story Reading
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
Grant or Contract Numbers: R03DC014535