Abstract
SPECIFIC CHARACTERISTICS of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 467-480 |
| Number of pages | 14 |
| Journal | American Annals of the Deaf |
| Volume | 155 |
| Issue number | 4 |
| State | Published - Sep 2010 |
| Externally published | Yes |
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ASJC Scopus subject areas
- Developmental and Educational Psychology
- Speech and Hearing
- Education
Cite this
Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf. / Easterbrooks, Susan R.; Lederberg, Amy R.; Connor, Carol M.
In: American Annals of the Deaf, Vol. 155, No. 4, 09.2010, p. 467-480.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf
AU - Easterbrooks, Susan R.
AU - Lederberg, Amy R.
AU - Connor, Carol M.
PY - 2010/9
Y1 - 2010/9
N2 - SPECIFIC CHARACTERISTICS of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.
AB - SPECIFIC CHARACTERISTICS of early literacy environments support hearing children's emergent literacy. The researchers investigated these characteristics' role in emergent literacy in young deaf and hard of hearing (DHH) children, using the Early Language and Literacy Classroom Observation (ELLCO; M. W. Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002). Eighteen self-contained classrooms of preschool, kindergarten, and first-grade DHH children (N = 40) were studied. Hierarchical linear analysis was used to examine study participants' classroom environment and growth in emergent literacy skills. Correlations suggested that classroom environment was more closely related to vocabulary and phonological awareness in DHH children than in typically hearing children. Major differences among classrooms were also indicated. However, growth in children's skills did not correlate strongly with attributes captured by the ELLCO. This suggests that classrooms promoting emergent literacy skills acquisition in DHH children may differ from classrooms of typically developing hearing children.
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M3 - Article
C2 - 21305981
AN - SCOPUS:79251510880
VL - 155
SP - 467
EP - 480
JO - American Annals of the Deaf
JF - American Annals of the Deaf
SN - 0002-726X
IS - 4
ER -