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
Objectives: 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 with parents and their
children with normal hearing (NH) across 3 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.
Design: 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 were coded during videotaped SBR interactions.
Children’s oral language skills were assessed using a standardized language
measure at each time point.
Results: 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.
Conclusions: 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.
Key words: Early intervention, Hearing aids, Language outcomes,
Parental involvement, Shared book reading.
Objectives: 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 with parents and their
children with normal hearing (NH) across 3 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.
Design: 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 were coded during videotaped SBR interactions.
Children’s oral language skills were assessed using a standardized language
measure at each time point.
Results: 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.
Conclusions: 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.
Key words: Early intervention, Hearing aids, Language outcomes,
Parental involvement, Shared book reading.