ERIC Number: EJ822339
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: N/A
Literacy Skills in Children with Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading
DesJardin, Jean L.; Ambrose, Sophie E.; Eisenberg, Laurie S.
Journal of Deaf Studies and Deaf Education, v14 n1 p22-43 Win 2009
The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the "Reynell Developmental Language Scales, third edition." Three years later, phonological awareness, reading skills, and language skills were assessed using the "Phonological Awareness Test," the "Woodcock-Johnson-III Diagnostic Reading Battery," and the "Oral Written Language Scales." Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers' use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (less than 85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants.
Descriptors: Mothers, Oral Language, Phonological Awareness, Young Children, Assistive Technology, Literacy, Reading Skills, Longitudinal Studies, Parent Role, Expressive Language, Story Reading, Reading Aloud to Others, Parent Child Relationship, Hearing Impairments
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Reynell Developmental Language Scales