Shared Book Reading for Children Who Are DHH (Farquharson & Babeu, 2020)
journal contributionposted on 2020-09-18, 19:42 authored by Kelly Farquharson, Carolyn Babeu
Purpose: Parents of children who are deaf or hard of
hearing (DHH) often report difficulty engaging their children
in successful reading experiences. Shared book reading
(SBR) is associated with many aspects of language growth
for children who are deaf and hard of hearing. The primary
purpose of this pilot study was to investigate the effectiveness of a 4-week training program in improving caregiver knowledge of emergent literacy features and SBR practices for deaf and hard-of-hearing children.
Method: Three caregivers with infants or toddlers who were
DHH attended a 4-week SBR training. Each week focused
on a specific language or literacy construct taught within
the context of a picture storybook. Pre- and posttest
questionnaires were used to assess caregivers’ knowledge
of SBR and early literacy. An additional follow-up questionnaire was completed to rate self-perceived changes in confidence levels and overall satisfaction with the training.
Results: All caregivers made gains in knowledge of sharedbook reading practices. Caregivers reported increased confidence in their ability to implement SBR practices at home with their child who was DHH. Caregivers also shared important insight regarding ways in which this pilot program can be improved for the future.
Conclusions: This study contributes to the field by
determining that knowledge gains and increased
confidence can result from a brief caregiver training, as
well as providing suggestive feedback for future trainings
of this nature. Our supplemental materials include the
PowerPoint files that were used for this training. Early
identification of young children who are DHH and the
provision of appropriate amplification or hearing technology,
such as hearing aids or cochlear implants, has given children greater access to oral language. Early provision of services may provide families the support they need to become actively involved in promoting their child’s linguistic
development (Moeller, 2000). Family involvement, in
the form of parent–child reading, has led to gains within
receptive and expressive vocabulary, narrative skills, and
later reading comprehension for children who are deaf
or hard of hearing (DHH; Ezell et al., 2000; Hargrave &
Sénéchal, 2000; Zevenbergen & Whitehurst, 2003). The
purpose of this pilot study was to examine the extent
to which a 4-week SBR training influences caregiver
knowledge of important early literacy concepts and
results in increased confidence levels in caregivers of
infants and toddlers who are DHH.
Supplemental Material S1. Building early literacy skills at home.
Supplemental Material S2. Providing feedback during dialogic reading.
Supplemental Material S3. Enhancing your child’s print knowledge during shared book reading.
Supplemental Material S4. Picking books and supporting your child during reading.
Farquharson, K., & Babeu, C. (2020). Examining caregiver knowledge of shared book reading Practices for infants
and toddlers who are deaf or hard of hearing: A pilot study. Advance online publication. Perspectives of the ASHA Special Interest Groups. https://doi.org/10.1044/2020_PERSP-19-00071
Faculty Advancement Fund Grant
parentschildrendeafhard of hearingshared book readingbook readinglanguagepilot studytraining programcaregiverknowledgepicture storybookknowledge gainscochlear implantsfamily supportlinguistic developmentreceptive vocabularyexpressive vocabularyvocabularyparent-child readingconfidence levelstoddlersinfantLanguage