Jean L. DesJardin|Carren J. Stika|Laurie S. Eisenberg|Karen Johnson|Dianne M. Hammes Ganguly|Shirley C. Henning|Bethany G. Colson
A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss
Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis|Indiana University – Purdue University Indianapolis
objectives principle goal longitudinal study examine parent perceptions home literacy environment eg frequency book reading ease book reading child observed behaviors shared book reading sbr interactions parents children hearing loss hl compared parents children normal hearing nh across 3 time points 12 24 36 months old relationships also explored among home literacy environment factors sbr behaviors later language outcomes across three time points parents children without hl design participants group parents children hl n 17 typically developing children nh n 34 parent perceptions home literacy environment captured questionnaire observed parent behaviors use facilitative language techniques coded videotaped sbr interactions childrens oral language skills assessed using standardized language measure time point results significant differences emerged groups parents hl nh terms perceived home literacy environment 12 36 months however significant group differences evident parent perceived ease reading child 24 months group differences also emerged parental sbr behaviors literacy strategies interactive reading 12 months engagement interactive reading 36 months parents children hl scoring lower factors significant relationships emerged early home literacy factors sbr behaviors 12 months oral language skills 36 months parents children nh however significant positive relationships evident early home literacy environment factors 12 months oral language skills 36 months parents children hl conclusions although groups parents increased frequency sbr behaviors time parents children hl may need additional support optimize sbr experiences better guide toddlers preschoolers language skills early intervention efforts focus sbr interactions mutually enjoyed incorporate specific ways encourage parentchild conversations essential children hl acquire language