Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf

Susan R. Easterbrooks, Amy R. Lederberg, Carol M. Connor

Research output: Contribution to journalArticle

16 Citations (Scopus)

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 languageEnglish (US)
Pages (from-to)467-480
Number of pages14
JournalAmerican Annals of the Deaf
Volume155
Issue number4
StatePublished - Sep 2010
Externally publishedYes

Fingerprint

Hearing
literacy
classroom
Literacy
Vocabulary
Growth
kindergarten
vocabulary
Language
Research Personnel
Observation
language

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 journalArticle

Easterbrooks, Susan R. ; Lederberg, Amy R. ; Connor, Carol M. / Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf. In: American Annals of the Deaf. 2010 ; Vol. 155, No. 4. pp. 467-480.
@article{80befca12fb6440f9ec29a7a9f8a09d6,
title = "Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf",
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.",
author = "Easterbrooks, {Susan R.} and Lederberg, {Amy R.} and Connor, {Carol M.}",
year = "2010",
month = "9",
language = "English (US)",
volume = "155",
pages = "467--480",
journal = "American Annals of the Deaf",
issn = "0002-726X",
publisher = "Gallaudet University Press",
number = "4",

}

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.

UR - http://www.scopus.com/inward/record.url?scp=79251510880&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79251510880&partnerID=8YFLogxK

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 -