| Popis: |
There is huge variability in deaf children’s reading skills (Kyle & Harris, 2010). While some deaf children are successful in learning to read, many deaf children start school with lower reading skills, and make slower progress during school compared to hearing children (Harris, Terlektsi & Kyle, 2017; Kyle & Harris, 2011). Understanding possible reasons for this variability is important and one possible factor that has received little attention is the home literacy environment (HLE). This is an umbrella term used to describe a child’s literacy related experiences at home, including their interests and attitudes towards reading and their parental interactions (Burgess et al., 2002). The HLE has been linked to hearing children’s literacy development (Sénéchal & LeFevre, 2002; Senechal, 2006). This main aim of this longitudinal study is to investigate the impact of the preschool HLE on later reading and language outcomes. We will address the following research questions: (RQ1) Is there an effect of the preschool home literacy environment (HLE) on later reading and language outcomes in deaf children? (RQ2) Does the effect of the preschool home literacy environment on later reading and language outcomes differ between deaf and hearing children? (RQ3) Do facilitation and engagement components of the home literacy environment affect reading and language outcomes differently for deaf and hearing children? |
