Home Literacy Environment and Emergent Skills in Preschool Children with Hearing Loss

Autor/inn/en	Reynolds, Gabriella; Werfel, Krystal L.
Titel	Home Literacy Environment and Emergent Skills in Preschool Children with Hearing Loss
Quelle	In: Journal of Deaf Studies and Deaf Education, 25 (2020) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enz025
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Familienmilieu; Frühleseunterricht; Language skill; Sprachkompetenz; Hearing impairment; Hörbehinderung; Book; Buch; Monographie; Monografie; Korrelation; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Messdaten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Reading habit; Lesegewohnheit; Gehör; Hören; Leseinteresse
Abstract	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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01