Facilitating Emergent Literacy Skills in Children with Hearing Loss

Autor/inn/en	Zupan, Barbra; Dempsey, Lynn
Titel	Facilitating Emergent Literacy Skills in Children with Hearing Loss
Quelle	In: Deafness and Education International, 15 (2013) 3, S.130-148 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1464-3154
DOI	10.1179/1557069X12Y.0000000018
Schlagwörter	Emergent Literacy; Children; Hearing Impairments; Skill Development; Parent Teacher Cooperation; Integrated Activities; Auditory Training; Listening Skills; Educational Strategies; Program Descriptions; Speech Communication; Communication Skills; Teaching Methods; Academic Accommodations (Disabilities); Speech Language Pathology; Oral Language; Literature Reviews + Suchen Sie Ihr Suchwort? Frühleseunterricht; Child; Kind; Kinder; Hearing impairment; Hörbehinderung; Kompetenzentwicklung; Qualifikationsentwicklung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Integrierender Unterricht; Belgien; Lehrstrategie; Kommunikationsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Purpose: To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and (c) discuss how literacy-based activities can be modified to simultaneously target auditory and listening development. Method: The paper begins with a narrative review of the current literature on the components of emergent literacy and development of this skill in children with hearing loss. Within this review, auditory-based strategies that may be used to facilitate emergent literacy in children with hearing loss who use spoken communication are described. Readers are directed to contact the authors for more detailed examples of activities and strategies. Conclusions: Building emergent literacy skills in children with hearing loss is contingent upon parents and professionals collaborating to develop specific literacy-based activities that can be incorporated into children's existing speech and language programmes and daily routines. These activities can be tailored to meet the individual needs of children with hearing loss and simultaneously address clinically relevant goals that maximize the development of auditory and listening skills. (As Provided).
Anmerkungen	Maney Publishing. Suite 1C Joseph's Well Hanover Walk, Leeds, LS3 1AB, UK. Tel: +44-113-243-8168; Fax: +44-113-386-8178; e-mail: subscriptions@maney.co.uk; Web site: http://www.maney.co.uk/index.php/journals/dei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10