Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss.
Home Literacy Environment and Emergent Skills in Preschool Children With Hearing Loss.
复制标题
学龄前听力损失儿童的家庭读写环境和新兴技能。
DOI：
10.1093/deafed/enz025
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发表时间：
2020
影响因子：
2
通讯作者：
Werfel,KrystalL
中科院分区：
文献类型：
--
作者：
Reynolds,Gabriella;Werfel,KrystalL
将学龄前听力损失儿童的父母报告的家庭识字实践与具有典型听力的同龄人的父母报告的家庭识字实践进行比较。父母们完成了一份调查问卷。（2005年。家长问卷在学龄前儿童早期识字评估中的应用。语言，言语和听力服务在学校，36，33-47。doi：10.1044/0161-1461（2005/004）），评估家庭扫盲做法，包括家长促进扫盲和每周阅读时间。作为一项更大规模研究的一部分，儿童完成了语言和紧急识字评估。两组的父母报告说，他们花在孩子阅读上的时间相似，在父母促进识字的报告中得分相似，尽管听力损失的孩子在紧急识字的测量中得分较低。然而，听力正常儿童的父母报告说，他们的孩子比听力损失儿童对书籍的参与度和兴趣更高。此外，独生子女与书籍的接触与紧急识字技能相关，并且仅适用于听力损失的儿童。结果表明，家长促进识字单独与新兴识字分数不相关，儿童必须采取积极的作用，在他们的阅读发展。听力损失儿童必须积极参与分享阅读。因此，有必要开发出在阅读活动中积极吸引听力损失儿童的方法。
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.