Increasing Engagement of Children Who Are DHH during Parent-Child Storybook Reading

Autor/inn/en	Nelson, Lauri H.; Stoddard, Shannon M.; Fryer, Sydney L.; Muñoz, Karen
Titel	Increasing Engagement of Children Who Are DHH during Parent-Child Storybook Reading
Quelle	In: Communication Disorders Quarterly, 41 (2019) 1, S.12-21 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1525-7401
DOI	10.1177/1525740118819662
Schlagwörter	Learner Engagement; Parent Child Relationship; Story Reading; Deafness; Hearing Impairments; Emergent Literacy; Mothers; Preschool Children; Reading Strategies; Family Environment; Prompting; Parent Education; Program Effectiveness; Listening; Speech Communication; At Risk Persons; Language Acquisition + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Frühleseunterricht; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading strategy; Leselernstufe; Lesetechnik; Familienmilieu; Benutzerführung; Parents education; Elternbildung; Elternschule; Hörvorgang; Zuhören; Risikogruppe; Sprachaneignung; Spracherwerb
Abstract	Children who are deaf or hard of hearing (DHH) are at risk for language and literacy delays, and parent--child book reading can contribute to developing early literacy foundations. Although many parents read with their children, some parents may be unsure how to utilize effective reading strategies to maximize literacy growth. This multiple case pilot study involved four mothers of preschool-age children with hearing loss who used listening and spoken language (LSL) as their mode of communication. After a short training session on strategies to promote child engagement and increased child interaction during storybook reading, results showed parents increased their use of engaging questions, along with a statistically significant increase in each child's expressive contribution to the reading activity. Retention data indicated sustained parent reading behaviors that promoted child engagement. Providing parents with supported training may help parents implement effective reading strategies to promote literacy growth in young children who are DHH. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01