Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

Overview

Journal Commun Disord Q

Specialty Pediatrics

Date 2014 Oct 14

PMID 25309136

Citations 16

Authors

Jean L DesJardin

Emily R Doll

Carren J Stika

Laurie S Eisenberg

Karen J Johnson

Dianne Hammes Ganguly

Bethany G Colson

Shirley C Henning

Affiliations

Soon will be listed here.

Abstract

Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; = 60) and children with hearing loss (HL; = 45). Parent-child dyads were videotaped during JBR interactions, and parent and child behaviors were coded for specific JBR behaviors using a scale developed for this study. Children's oral language skills were assessed using the (PLS-4). Parents of children with HL scored higher on two of the four subscales of JBR: Literacy Strategies and Teacher Techniques. Parents of children with NH utilized higher level FLTs with their children who had higher language skills. Higher level FLTs were positively related to children's oral language abilities. Implications are discussed for professionals who work with families of very young children with HL.

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