Home Literacy Experiences and Shared Reading Practices: Preschoolers with Hearing Loss

Autor/inn/en	DesJardin, Jean L.; Stika, Carren J.; Eisenberg, Laurie S.; Johnson, Karen C.; Ganguly, Dianne Hammes; Henning, Shirley C.
Titel	Home Literacy Experiences and Shared Reading Practices: Preschoolers with Hearing Loss
Quelle	In: Journal of Deaf Studies and Deaf Education, 28 (2023) 2, S.189-200 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enac050
Schlagwörter	Family Literacy; Preschool Children; Hearing Impairments; Child Language; Language Skills; Parent Child Relationship; Reading Aloud to Others; Books; Scores; Teaching Methods; Story Reading; Preschool Language Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hearing impairment; Hörbehinderung; 'Children''s language'; Kindersprache; Language skill; Sprachkompetenz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Book; Buch; Monographie; Monografie; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Home literacy experiences and observed parent and child behaviors during shared book reading were investigated in preschool-age children with hearing loss and with typical hearing to examine the relationships between those factors and children's language skills. The methods involved parent-reported home literacy experiences and videotaped parent-child dyads during shared book reading. Children's language skills were tested using the Preschool Language Scale-4. The results indicated significant differences between groups for home literacy experiences and observed parent and child behaviors. Parents of children with hearing loss were found to read more frequently to their children than parents of children with typical hearing, yet scored lower for "literacy strategies" and "teaching techniques" compared to parents of children with typical hearing. Children with hearing loss scored lower in "interactive reading" behaviors compared to children with typical hearing. For children with hearing loss, frequency of book reading and child interactive reading behaviors were strong predictive factors for children's language skills. These results suggest that families of children with hearing loss would benefit from professional support as they read storybooks to their children. Similarly, children with hearing loss should be encouraged to be more interactive during shared book reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01