What Clinicians Need to Know About Early Literacy Development in Children With Hearing Loss

Elizabeth Runnion, Shelley Gray

    Research output: Contribution to journalArticle

    Abstract

    Purpose Children with hearing loss may not reach the same level of reading proficiency as their peers with typical development. Audiologists and speech-language pathologists (SLPs) have important roles to play in preventing this problem early in children's development. In this tutorial, we aim to communicate how the habilitation practices of audiologists and intervention services of SLPs can support early literacy skill development in children with hearing loss. Method We describe key findings from peer-reviewed research articles to provide a review of early literacy skill development, to explain the relationship between early literacy skills and conventional reading skills, and to highlight findings from early literacy skill intervention studies that included children with hearing loss who use spoken language. We conclude with a hypothetical case study to illustrate how audiologists and SLPs can support early literacy acquisition in children with hearing loss. Conclusion Findings from studies of young children with hearing loss suggest that a promising approach to improving reading outcomes is to provide explicit early literacy instruction and intervention.

    Original languageEnglish (US)
    Pages (from-to)16-33
    Number of pages18
    JournalLanguage, speech, and hearing services in schools
    Volume50
    Issue number1
    DOIs
    StatePublished - Jan 28 2019

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    ASJC Scopus subject areas

    • Language and Linguistics
    • Linguistics and Language
    • Speech and Hearing

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