Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks versus Print Books

Autor/inn/en	Wauters, Loes; Dirks, Evelien
Titel	Interactive Reading with Young Deaf and Hard-of-Hearing Children in eBooks versus Print Books
Quelle	In: Journal of Deaf Studies and Deaf Education, 22 (2017) 2, S.243-252 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/enw097
Schlagwörter	Preschool Children; Deafness; Hearing Impairments; Parent Child Relationship; Parents as Teachers; Reading Aloud to Others; Emergent Literacy; Electronic Publishing; Books; Handheld Devices; Printed Materials; Beginning Reading; Interaction; Reading Programs; Comparative Analysis; Nonverbal Communication; Visual Aids; Story Reading; Language Skills + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Frühleseunterricht; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Erstleseunterricht; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial; Language skill; Sprachkompetenz
Abstract	Interactive storybook reading is effective in enhancing deaf and hard-of-hearing (DHH) children's emergent literacy skills. The current digital era gives parents more opportunities to read books with their child. From an early age on, interaction between parent and child during literacy activities is very important for the development of emergent literacy skills. The purpose of the present study was to explore the opportunities of eBooks on a tablet for interactive reading with young DHH children. Parent and child interactive behavior in reading print books was compared to eBooks in 18 parents and their 1- to 3-year-old DHH child. All parents followed an interactive reading program after which their interactive reading behaviors were observed while reading print books and eBooks with their child. Results mainly showed similar interactive reading behaviors in parents and children when reading print books or eBooks, except for a lower occurrence of pointing to pictures/objects in the parent behavior when reading the eBooks. These results give parents and professionals even more opportunities for interactive storybook reading with DHH children, and thus more opportunities to enhance their language and literacy skills. Tablets can be easily taken with you making eBooks accessible for interactive reading wherever you are. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://jdsde.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01