scholarly journals Examining the Emergent Literacy Experiences of a Preschool Child with Hearing Loss

2018 ◽  
Vol 6 (1) ◽  
pp. 1-36
Author(s):  
Hilal Atlar ◽  
Yıldız Uzuner
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Preschool Child ◽  
Literacy Experiences

Effects of Clinician-Guided Emergent Literacy Intervention Using Interactive Tablet Technology for Preschool Children With Cochlear Implants

2016 ◽  
Vol 38 (4) ◽  
pp. 195-205 ◽  
Author(s):  
Kyle Brouwer ◽  
Hannah Downing ◽  
Sara Westhoff ◽  
Ryann Wait ◽  
Lavin K. Entwisle ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Cochlear Implants ◽  
Mobile Application ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Response To Treatment ◽  
Print Knowledge

The purpose of this study was to investigate if intervention based on a mobile application would improve the print knowledge and vocabulary of preschool children with and without hearing loss. This was a multiple baseline study that included four preschool children. Two of the children had hearing loss and utilized cochlear implants, while the other two had normal hearing. Clinicians utilized a mobile application to facilitate print knowledge (i.e., sound-symbol relationships) and to acquire new vocabulary. By the end of the study, all four children demonstrated improved familiarity with the targeted letter sounds and improved knowledge of the vocabulary words that were utilized during the study. The results of this study indicate that the mobile application, in combination with clinician scaffolding, was an effective tool for facilitating early literacy skills in preschool children. Prior print knowledge and vocabulary development appeared to be stronger indicators of response to treatment than hearing status.

Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss

2020 ◽  
Vol 5 (6) ◽  
pp. 1505-1513
Author(s):  
Krystal L. Werfel ◽  
Sara Lawrence
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Reading Intervention ◽  
Literacy Intervention ◽  
Book Reading ◽  
Dose Frequency ◽  
Print Knowledge ◽  
Children With Hearing Loss ◽  
Print Referencing

Purpose The purpose of this clinical focus article was to describe specific considerations for print-referencing interventions for children with hearing loss and present a case study. Method One preschool child with hearing loss who used amplification participated in this case study. The child participated individually in print-referencing book-reading intervention (10-min session once a week for 7 weeks), supplemented by parent carryover at home. Each session involved a dose of 20 print-referencing behaviors across two children's books, for a cumulative intervention intensity of 140 print references. Assessment of the child's print knowledge skills occurred at the beginning of each session. Results Print-referencing book-reading intervention was associated with gains in conceptual print knowledge. Conclusions Print referencing, when implemented with specific considerations for children with hearing loss in mind, may be an effective emergent literacy intervention for increasing conceptual print knowledge in preschool children with hearing loss. More research is needed in this area to determine appropriate dose and dose frequency, as well as effect of interventionist on gains. Supplemental Materials https://doi.org/10.23641/asha.13093025

Embedded-Explicit Emergent Literacy Intervention I

2004 ◽  
Vol 35 (3) ◽  
pp. 201-211 ◽  
Author(s):  
Laura M. Justice ◽  
Joan N. Kaderavek
Keyword(s):  
At Risk ◽  
Early Literacy ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Background Information ◽  
General Description ◽  
Intervention Model ◽  
Literacy Experiences ◽  
Speech Language Pathologist

This article, the first of a two-part series, provides background information and a general description of an emergent literacy intervention model for at-risk preschoolers and kindergartners. The embedded-explicit intervention model emphasizes the dual importance of providing young children with socially embedded opportunities for meaningful, naturalistic literacy experiences throughout the day, in addition to regular structured therapeutic interactions that explicitly target critical emergent literacy goals. The role of the speech-language pathologist (SLP) in the embedded-explicit model encompasses both indirect and direct service delivery: The SLP consults and collaborates with teachers and parents to ensure the highest quality and quantity of socially embedded literacy-focused experiences and serves as a direct provider of explicit interventions using structured curricula and/or lesson plans. The goal of this integrated model is to provide comprehensive emergent literacy interventions across a spectrum of early literacy skills to ensure the successful transition of at-risk children from prereaders to readers.

scholarly journals A Study of Home Emergent Literacy Experiences of Young Latino English Learners

2016 ◽  
Vol 45 (5) ◽  
pp. 651-658 ◽  
Author(s):  
Guy Trainin ◽  
Stephanie Wessels ◽  
Ron Nelson ◽  
Patricia Vadasy
Keyword(s):  
Emergent Literacy ◽  
English Learners ◽  
Literacy Experiences ◽  
Latino English Learners

scholarly journals Emergent Literacy Skills in Preschool Children With Hearing Loss Who Use Spoken Language: Initial Findings From the Early Language and Literacy Acquisition (ELLA) Study

2017 ◽  
Vol 48 (4) ◽  
pp. 249-259 ◽  
Author(s):  
Krystal L. Werfel
Keyword(s):  
Hearing Loss ◽  
Emergent Literacy ◽  
Oral Language ◽  
Spoken Language ◽  
Normal Hearing ◽  
Literacy Skills ◽  
Print Knowledge ◽  
Emergent Literacy Skills ◽  
Children With Hearing Loss ◽  
Main Effects

PurposeThe purpose of this study was to compare change in emergent literacy skills of preschool children with and without hearing loss over a 6-month period.MethodParticipants included 19 children with hearing loss and 14 children with normal hearing. Children with hearing loss used amplification and spoken language. Participants completed measures of oral language, phonological processing, and print knowledge twice at a 6-month interval. A series of repeated-measures analyses of variance were used to compare change across groups.ResultsMain effects of time were observed for all variables except phonological recoding. Main effects of group were observed for vocabulary, morphosyntax, phonological memory, and concepts of print. Interaction effects were observed for phonological awareness and concepts of print.ConclusionsChildren with hearing loss performed more poorly than children with normal hearing on measures of oral language, phonological memory, and conceptual print knowledge. Two interaction effects were present. For phonological awareness and concepts of print, children with hearing loss demonstrated less positive change than children with normal hearing. Although children with hearing loss generally demonstrated a positive growth in emergent literacy skills, their initial performance was lower than that of children with normal hearing, and rates of change were not sufficient to catch up to the peers over time.

scholarly journals Parental Perceptions and Practices of Emergent Literacy Development in Young Children with Down Syndrome: The Development of Intervention Guidelines

2008 ◽  
Vol 55 (1) ◽  
pp. 37-48
Author(s):  
Cherié Van Heerden ◽  
Alta Kritzinger
Keyword(s):  
Down Syndrome ◽  
Emergent Literacy ◽  
Literacy Development ◽  
Parental Perceptions ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Literacy Experiences ◽  
Children With Down Syndrome ◽  
Goal Selection ◽  
Programme Development

Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided.

scholarly journals Emergent Literacy Skills During Early Childhood in Children With Hearing Loss: Strengths and Weaknesses

2008 ◽  
Vol 108 (2) ◽  
pp. 91-114 ◽  
Author(s):  
Susan R. Easterbrooks ◽  
Amy R. Lederberg ◽  
Elizabeth M. Miller ◽  
Jessica P. Bergeron ◽  
Carol McDonald Connor
Keyword(s):  
Early Childhood ◽  
Hearing Loss ◽  
Emergent Literacy ◽  
Literacy Skills ◽  
Emergent Literacy Skills ◽  
Children With Hearing Loss
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