Facilitating Literacy Development in Young Children with Hearing Loss

 

 Buy Article Permissions and Reprints

ABSTRACT

Historically, children with hearing loss (HL) are often poor readers. In this article, the authors present two divergent groups of children with HL who have better than average literacy outcomes, children with pervasive exposure to sign language (PESL) and children who are auditory-verbal communicators (AVCs). Outside-in and inside-in factors contributing to literacy development in the two groups of children are discussed with an emergent literacy perspective. Effective intervention strategies that can be used with all children with HL are highlighted.

REFERENCES

• 1 Harcourt Educational Measurement .Stanford Achievement Test. 9th ed. San Antonio, TX; Harcourt 1996
  Google Scholar
• 2 Holt J, Traxler C, Allen T. Interpreting the Scores: A User's Guide to the 9th Edition Stanford Achievement Test for Educators of Deaf and Hard-of-Hearing Students. Gallaudet Research Institute Technical Report 97-1. Washington, DC; Gallaudet University 1997
  Google Scholar
• 3 Snow C, Burns E, MGriffin P Preventing Reading Difficulties in Young Children. Washington, DC; National Academy Press 1998
  Google Scholar
• 4 Snow C, Ninio A. The contracts of literacy: what children learn from learning to read books. In: Teale W, Sulzby E Emergent Literacy: Writing and Reading. Norwood, NJ; Ablex 1986: 116-138
  Google Scholar
• 5 Sulzby E. Children's emergent reading of favorite storybooks: a developmental study.  Read Res Q. 1985;  20 458-481
  PubMedGoogle Scholar
• 6 Williams C. The language and literacy worlds of three profoundly deaf preschool children.  Read Res Q. 1994;  29 125-155
  PubMedGoogle Scholar
• 7 Whitehurst G, Lonigan C. Child development and emergent literacy.  Child Dev. 1998;  69 848-872
  PubMedGoogle Scholar
• 8 Whitehurst G, Lonigan C. Emergent literacy: development from prereaders to readers. In: Neuman S, Dickinson D Handbook of Early Literacy Research. New York; Guilford 2001: 11-29
  Google Scholar
• 9 Goldberg D, Flexer C. Outcome survey of auditory-verbal graduates: study of clinical efficacy.  J Am Acad Audiol. 1993;  4 189-200
  PubMedGoogle Scholar
• 10 Miller P. Reading comprehension and its relation to the quality of functional hearing: evidence from readers with different functional hearing abilities.  Am Ann Deaf. 2005;  150 305-323
  CrossrefPubMedGoogle Scholar
• 11 Rottenberg C, Searfoss L. Becoming literate in a preschool class: literacy development of hearing-impaired children.  J Read Behav. 1992;  24 463-479
  PubMedGoogle Scholar
• 12 Musselman C. How do children who can't hear learn to read an alphabetic script? A review of the literature on reading and deafness.  J Deaf Stud Deaf Educ. 2000;  5 9-31
  CrossrefPubMedGoogle Scholar
• 13 Yoshinaga-Itano C. Successful outcomes for deaf and hard-of-hearing children.  Semin Hear. 2000;  21 309-326
  Article in Thieme ConnectPubMedGoogle Scholar
• 14 Goldin-Meadow S, Mayberry R I. How do profoundly deaf children learn to read?.  Learning Dis Res Pract. 2001;  16 222-229
  PubMedGoogle Scholar
• 15 Yoshinaga-Itano C, Downey D M. A hearing impaired child's acquisition of schema: something's missing.  Top Lang Disord. 1986;  7 45-57
  PubMedGoogle Scholar
• 16 Toscano R, McKee B, LePoutre D. Success with academic English: reflections of Deaf college students.  Am Ann Deaf. 2002;  147 5-23
  PubMedGoogle Scholar
• 17 Lartz M, Lestina L. Strategies Deaf mothers use when reading to their young Deaf or hard of hearing children.  Am Ann Deaf. 1995;  140 358-362
  PubMedGoogle Scholar
• 18 Harris M, Moreno C. Deaf children's use of phonological coding: evidence from reading, spelling, and working memory.  J Deaf Stud Deaf Educ. 2004;  9 253-268
  CrossrefPubMedGoogle Scholar
• 19 Sterne A, Goswami U. Phonological awareness of syllables, rhymes, and phonemes in deaf children.  J Child Psychol Psychiatry. 2000;  41 609-625
  CrossrefPubMedGoogle Scholar
• 20 Erting C, Thumann-Prezioso C, Sonnenstrahl-Benedict B. Bilingualism in a Deaf family: finger spelling in early childhood. In: Spencer PE, Erting C Marschark, M The Deaf Child in the Family and at School. Mahwah, NJ; Erlbaum 2000: 341-354
  Google Scholar
• 21 Swanwick R, Watson L. Literacy in the homes of young deaf children: common and distinct features of spoken and sign bilingual environments.  Journal of Early Childhood Literacy. 2005;  5 53-78
  CrossrefPubMedGoogle Scholar
• 22 Akamatsu C, Andrews J. It takes two to be literate: literacy interactions between parent and child.  Sign Lang Stud. 1993;  81 333-360
  PubMedGoogle Scholar
• 23 Andrews J, Mason J. Childhood deafness and the acquisition of print concepts. In: Yaden D, Templeton S Metalinguistic Awareness and Beginning Literacy: Conceptualizing What It Means to Read and Write. Portsmouth, NH; Heinemann 1986: 277-290
  Google Scholar
• 24 Justice L, Kaderavek J. Embedded-explicit emergent literacy intervention I: background and description of approach.  Lang Speech Hear Serv Sch. 2004;  35 201-211
  CrossrefPubMedGoogle Scholar
• 25 Williams C, McLean M. Young Deaf children's responses to picture book reading in a preschool setting.  Res Teaching English. 1997;  31 337-366
  PubMedGoogle Scholar
• 26 Andrews J, Zmijewski G. How parents support home literacy with Deaf children.  Early Child Dev Care. 1997;  127/128 131-139
  PubMedGoogle Scholar
• 27 Wray D, Flexer C, Vaccaro V. Classroom performance of children who are deaf and hard-of-hearing and who learned spoken communication through the auditory-verbal approach: an evaluation of treatment efficacy.  Volta Review. 1997;  99 107-119
  PubMedGoogle Scholar
• 28 Goldberg D, Flexer C. Auditory-verbal graduates: outcome survey of clinical efficacy.  J Am Acad Audiol. 2001;  12 406-414
  PubMedGoogle Scholar
• 29 Robertson L, Flexer C. Reading development: a parent survey of children with hearing impairment who developed speech and language through the auditory-verbal method.  Volta Review. 1993;  5 253-261
  PubMedGoogle Scholar
• 30 Schneider P, Hecht B. Interaction between children with developmental delays and their mothers during a book-sharing activity.  Int J Disabil Dev Ed. 1995;  42 41-46
  PubMedGoogle Scholar
• 31 Morrow L. Home and school correlates of early interest in literature.  J Educ Res. 1983;  76 221-230
  PubMedGoogle Scholar
• 32 Kaderavek J, Sulzby E. Low versus high orientation in children. Presented at: The American-Speech-Language-Hearing Association National Convention 1998 San Antonio, TX;
  Google Scholar
• 33 Kaderavek J, Pakulski L. Mother-child storybook interactions: literacy orientation of preschoolers with hearing impairments.  Journal of Early Childhood Literacy. 2006;  , In press
  PubMedGoogle Scholar
• 34 Applebee A. The Child's Concept of Story. Chicago; University of Chicago Press 1978
  Google Scholar
• 35 McCabe A, Rollins P. Assessment of preschool narrative skills.  Am J Speech Lang Pathol. 1994;  3 45-56
  PubMedGoogle Scholar
• 36 Peterson C, McCabe A. Linking children's connective use and narrative macrostructure. In: McCabe A, Peterson C Developing Narrative Structure. Hillsdale, NJ; Lawrence Erlbaum 1991: 29-53
  Google Scholar
• 37 Stein N, Glenn C. An analysis of story comprehension in elementary school children. In: Freedle R New Directions in Discourse Processing. Vol 2. Norwood, NJ; Ablex 1979: 53-120
  Google Scholar
• 38 Walker L, Munro J, Richards F. Teaching inferential reading strategies through pictures.  Volta Review. 1998;  100 105-120
  PubMedGoogle Scholar
• 39 Catts H. Early identification of reading disorders.  Top Lang Disord. 1991;  12 1-16
  PubMedGoogle Scholar
• 40 Catts H. The relationship between speech-language impairments and reading disabilities.  J Speech Hear Res. 1993;  36 948-958
  PubMedGoogle Scholar
• 41 Pakulski L, Kaderavek J. Narrative production by children who are deaf or hard of hearing: the effect of role-play.  Volta Review. 2003;  103 127-139
  PubMedGoogle Scholar
• 42 Miller P. Communication mode and the processing of printed words: evidence from readers with prelingually acquired deafness.  J Deaf Stud Deaf Educ. 2002;  7 312-329
  CrossrefPubMedGoogle Scholar
• 43 Gillon G. Phonological Awareness: From Research to Practice. New York; Guildford 2004
  Google Scholar
• 44 Hanson V, Liberman I, Shankweiler D. Linguistic coding in deaf children in relation to beginning reading success.  J Exp Child Psychol. 1984;  37 378-393
  CrossrefPubMedGoogle Scholar
• 45 Luetke-Stahlman B, Nielsen D. The contribution of phonological awareness and receptive and expressive English to the reading ability of deaf students with varying degrees of exposure to accurate English.  J Deaf Stud Deaf Educ. 2003;  8 464-484
  CrossrefPubMedGoogle Scholar
• 46 Perfetti C, Sandak R. Reading optimally builds on spoken language: implications for deaf readers.  J Deaf Stud Deaf Educ. 2000;  5 32-50
  CrossrefPubMedGoogle Scholar
• 47 Nittrouer S. From ear to cortex: a perspective on what clinicians need to understand about speech perception and language processing.  Lang Speech Hear Serv Sch. 2002;  33 237-252
  CrossrefPubMedGoogle Scholar
• 48 Nittrouer S, Buron L. The role of early language experience in the development of speech perception and language processing abilities in children with hearing loss.  Volta Review. 2001;  103 5-37
  PubMedGoogle Scholar
• 49 Fung P, Chow B, McBride-Chang C. The impact of a dialogic reading program on Deaf and hard-of-hearing kindergarten and early primary school-aged children in Hong Kong.  J Deaf Stud Deaf Educ. 2004;  10 82-95
  PubMedGoogle Scholar
• 50 Whitehurst G, Epstein J, Angell A, Payne A, Crone D, Fischel J. Outcomes of an emergent literacy intervention in Head Start.  J Educ Psychol. 1998;  6 542-555
  PubMedGoogle Scholar
• 51 Whitehurst G, Falco F, Lonigan C et al.. Accelerating language development through picture book reading.  Dev Psychol. 1998;  24 552-559
  PubMedGoogle Scholar
• 52 Martin B, Carle E. Brown Bear, Brown Bear, What Do You See?. New York; Henry Holt 1967
  Google Scholar
• 53 LaSasso C, Mobley R. National survey of reading instruction for deaf and hard-of-hearing students in the U. S.  Volta Review. 1997;  99 31-58
  PubMedGoogle Scholar
• 54 Guthrie J. Educational contexts for engagement in literacy.  The Reading Teacher. 1996;  49 432-443
  PubMedGoogle Scholar
• 55 Chambliss M, McKillop A. Creating a print- and technology-rich classroom to entice children to read. In: Baker L, Dreher MJ, Guthrie JT Engaging Young Readers: Promoting Achievement and Motivation. New York; Guilford 2000: 94-118
  Google Scholar
• 56 Paul P. Reading for students with hearing impairments: research review and implications.  Volta Review. 1997;  99 73-87
  PubMedGoogle Scholar
• 57 Gentry M, Chinn K, Moulton R. Effectiveness of multimedia reading materials when used with children who are deaf.  Am Annu Deaf. 2005;  149 394-403
  PubMedGoogle Scholar
• 58 Pakulski L, Kaderavek J. Facilitating literacy using experience books: a case study of two children with hearing loss.  Comm Disord Q. 2004;  25 179-188
  PubMedGoogle Scholar
• 59 Stauffer R. The Language Experience Approach and the Teaching of Reading. New York; Harper & Row 1970
  Google Scholar
• 60 Paul P. Reading vocabulary knowledge and deafness.  J Deaf Stud Deaf Educ. 1996;  1 3-15
  PubMedGoogle Scholar
• 61 Padden C, Ramsey C. American sign language and reading ability in deaf children. In: Chamberlain C, Morford JP, Mayberry RI Language Acquisition by Eye. Mahwah, NJ; Erlbaum 2000: 165-189
  Google Scholar
• 62 Mayer C, Moskos E. Deaf children learning to spell.  Res Teaching English. 1998;  33 158-180
  PubMedGoogle Scholar
• 63 Pollack D, Goldberg D, Caleffe-Schenck N. Educational Audiology for the Limited-Hearing Infant and Preschooler: An Auditory-verbal Program. Springfield, IL; Charles Thomas 1997
  Google Scholar
• 64 Estabrooks W. Auditory-Verbal Therapy for Parents and Professionals. Washington, DC; Alexander Graham Bell 1994
  Google Scholar
• 65 Lindamood C, Lindamood P. The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech: The LiPS Program. Austin, TX; PRO-ED 1998
  Google Scholar
• 66 Kess J. Psycholinguistics, Linguistics, and the Study of Natural Language. Philadelphia, PA; Benjamins 1992
  Google Scholar
• 67 Stautter R. The Language Experience Approach and the Teaching of Reading. New York; Harper & Row 1970
  Google Scholar

Joan N Kaderavek

Mail Stop 954, University of Toledo, Toledo

OH 43606

Email: Joan.Kaderavek@utoledo.edu