Emergent literacy skills during early childhood in children with hearing loss: strengths and weaknesses.
The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed eme...
| Publicado en: | Volta Review Vol. 108; no. 2; pp. 91 - 115 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
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Alexander Graham Bell Association for the Deaf
Fall2008
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105619737&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105619737 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00428639 VLT jtl: Volta Review issn: 00428639 maglogo: N pubinfo: dt: Fall2008 vid: 108 iid: 2 pid: 954 pub: Alexander Graham Bell Association for the Deaf place: Washington, District of Columbia artinfo: ui: 105619737 105619737 2010162025 10.17955/tvr.108.2.608 105619737 ppf: 91 ppct: 24 formats: fmt: @attributes: type: P tig: atl: Emergent literacy skills during early childhood in children with hearing loss: strengths and weaknesses. aug: au: Easterbrooks SR Lederberg AR Miller EM Bergeron JP Connor CM affil: Professor, Department of Educational Psychology and Special Education, Georgia State University, P.O. Box 3979, Atlanta, GA 30302-3979; seasterbrooks@gsu.edu sug: subj: Hearing Disorders Complications Language Development Language Processing Evaluation Literacy In Infancy and Childhood Vocabulary Evaluation Child Child, Preschool Correlation Coefficient Descriptive Statistics Funding Source Language Tests Paired T-Tests Speech Perception Evaluation Human Child: 6-12 years Child, Preschool: 2-5 years ab: The difficulties for students with hearing loss in gaining proficient literacy skills are well documented. However, studies describing the nature and variability of emergent literacy skills for students with hearing loss or the rate at which progress occurs at young ages are limited. We assessed emergent literacy skills and outcomes at the beginning and end of a school year for 44 young children (mean age = 5.2 years) who are deaf and hard of hearing and who had some speech perception skills. These children generally showed gains similar to their peers with typical hearing in knowledge of let-ter names and common written words, but lagged in phonological awareness skills. Correlational analyses suggest that these skills were systematically related to the children's literacy development, similar to what has been found in children with typical hearing. The results show that children participating in this study progressed on some phonological awareness skills (alliteration, blending, and elision) but not on others (rhyming, syllable segmentation). This article discusses the relevance of the findings for an emergent literacy curriculum. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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