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. 2014 May;35(3):167-181.
doi: 10.1177/1525740113518062.

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

Jean L DesJardin  1 , Emily R Doll  1 , Carren J Stika  2 , Laurie S Eisenberg  3 , Karen J Johnson  3 , Dianne Hammes Ganguly  3 , Bethany G Colson  4 , Shirley C Henning  4
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Parental Support for Language Development During Joint Book Reading for Young Children With Hearing Loss

Jean L DesJardin et al. Commun Disord Q. 2014 May.

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; n = 60) and children with hearing loss (HL; n = 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 Preschool Language Scale-4 (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.

Keywords: age; assessment; birth to 3 years; deaf/hard of hearing; exceptionalities; language.

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Conflict of interest statement

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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