A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss.
A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss.
复制标题
DOI：
10.1097/aud.0000000000000414
复制
发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Colson BG
中科院分区：
文献类型：
--
作者：
DesJardin JL;Stika CJ;Eisenberg LS;Johnson KC;Hammes Ganguly DM;Henning SC;Colson BG
这项纵向研究的主要目标是调查父母对家庭识字环境的看法（例如，阅读的频率，与孩子一起阅读阅读的容易程度），以及在三个时间点（12个月、24个月和36个月大）上，与听力正常（NH）的父母和孩子相比，听力损失（HL）的父母和孩子在共享书籍阅读（SBR）互动期间观察到的行为。还探讨了家庭识字环境因素和SBR行为和后来的语言结果之间的关系，在所有三个时间点的儿童父母和没有HL。参与者是一组父母及其HL儿童（N = 17）和典型的NH儿童（N = 34）。通过问卷调查，家长对家庭识字环境的看法。观察到的父母的行为和他们使用的促进语言技术（FLTs）进行编码过程中录像SBR的互动。在每个时间点使用标准化的语言测量来评估儿童的口头语言技能。在12个月和36个月时，父母（HL和NH）在感知家庭识字环境方面没有显着差异。然而，在24个月时，父母对孩子阅读的轻松程度的感知存在明显的组间差异。在12个月时，父母的SBR行为在识字策略和互动阅读方面以及在36个月时的参与和互动阅读方面也出现了组间差异，HL儿童的父母在所有因素中得分较低。NH儿童的父母在12个月时的早期家庭识字因素和SBR行为以及36个月时的口头语言技能之间没有显着的关系。然而，显着的正相关关系是明显的早期家庭识字环境因素在12个月和口头语言技能在36个月的父母和他们的孩子HL。尽管两组父母的SBR行为频率随着时间的推移而增加，但HL儿童的父母可能需要额外的支持来优化SBR体验，以更好地指导他们的幼儿和学龄前儿童的语言技能。早期干预的努力，重点是SBR互动，相互享受，并纳入具体的方式来鼓励亲子对话将是必不可少的HL儿童获得语言。
The principle goal of this longitudinal study was to examine parent perceptions of home literacy environment (e.g., frequency of book reading, ease of book reading with child) and observed behaviors during shared book reading (SBR) interactions between parents and their children with hearing loss (HL) as compared to parents and their children with normal hearing (NH) across three time points (12-, 24-, and 36-months old). Relationships were also explored among home literacy environment factors and SBR behaviors and later language outcomes, across all three time points for parents of children with and without HL. Participants were a group of parents and their children with HL (N = 17) and typically developing children with NH (N = 34). Parent perceptions about the home literacy environment were captured through a questionnaire. Observed parent behaviors and their use of facilitative language techniques (FLTs) were coded during videotaped SBR interactions. Children's oral language skills were assessed using a standardized language measure at each time point. No significant differences emerged between groups of parents (HL and NH) in terms of perceived home literacy environment at 12 and 36 months. However, significant group differences were evident for parent perceived ease of reading to their child at 24 months. Group differences also emerged for parental SBR behaviors for literacy strategies and interactive reading at 12 months and for engagement and interactive reading at 36 months, with parents of children with HL scoring lower in all factors. No significant relationships emerged between early home literacy factors and SBR behaviors at 12 months and oral language skills at 36 months for parents of children with NH. However, significant positive relationships were evident between early home literacy environment factors at 12 months and oral language skills at 36 months for parents and their children with HL. Although both groups of parents increased their frequency of SBR behaviors over time, parents of children with HL may need additional support to optimize SBR experiences to better guide their toddlers and preschoolers’ language skills. Early intervention efforts that focus on SBR interactions that are mutually enjoyed and incorporate specific ways to encourage parent-child conversations will be essential as children with HL acquire language.