Emergent Literacy Skills In Preschool Children With Hearing Loss

Home literacy skills practices reported by parents of preschool children with hearing loss were compare to those report by parents of their peers with typical hearing. Parents completed a questionnaire from Boudreau, D. Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools; assessing home literacy practices across areas such as parent facilitation of literacy and time spent reading per week.

Children with hearing loss

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 score 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.

Literacy outcomes for children with hearing loss as a group are significantly lower than those of their same age peers with typical hearing (Carney & Moeller, 1998; Qi & Mitchell, 2012). Increase and earlier adoption of technological innovations such as cochlear implants (CIs) and digital hearing aids that allow children with hearing loss more and earlier access to sound than ever before, 18-year-olds with hearing loss achieve only a median third grade reading level; consistent with their performance since the 1970s.

For our second question, they ask how home literacy practices as report by parents; hence via this questionnaire relate to children’s performance on measures of emergent literacy. They answer this question by measuring the correlations of parent report of home literacy practices; hence with child performance on measures of specific emergent literacy skills. They find that only child interaction with books was correlate with emergent literacy skills, and only for children with hearing loss.

Emergent Literacy Skills

Although parents of children with hearing loss report similar amount; which of time spent reading to their children as parents of children with typical hearing; differences emerge between the two groups in measures of emergent literacy skills. Children with hearing loss lagged behind their peers in vocabulary; so phonological awareness, and print concept knowledge.

Additionally, parents of children with typical hearing report higher scores for their children on measures of phonological awareness; child engagement during book reading; also child interest in books than parents of children with hearing loss. Finally, engagement during book reading was the only measure correlate with emergent literacy measures; the relation was only present in children with hearing loss. It is essential for children with hearing loss to be active participants during share book reading activities.

This information is essential to those working with parents of children with hearing loss. These children may require higher degrees of involvement from the adults interacting with them in order to maximally benefit from activities such as share book reading. Additionally, using books or activities with inherent opportunities for engagement, such as books with f laps or movable parts or drawing on other senses, such as what is picture in the book; may be efficient ways to increase engagement in a naturalistic way.