Date of Award
Master of Education (MEd)
Communicative Disorders and Deaf Education
Children who are Deaf and Hard of Hearing (DHH) often experience delays in language and literacy, making rich language opportunities with parents in the home very important (Lederberg, Schick, & Spencer, 2013). Parent-child book reading promotes language and vocabulary development in children through word-object associations and expanding vocabulary (Farrant & Zubrick, 2012). Additionally, parent-child book reading is enhanced when parents are taught how to use engaging book reading techniques with their children (Crain-Thoreson & Dale, 1991). While many studies have been conducted to evaluate parent-child book reading in the home, few have focused on children who are DHH or sought to develop materials and books targeted to children who are DHH. This project was designed to test available resources by developing literacy units that facilitate language and vocabulary development in children who are DHH. Literacy units were distributed to parents who have child who are DHH. Each unit contained a book, related activities, and instructions for parents to encourage language while reading to their children. Following the use of a literacy unit, parents filled out a feedback form to evaluate the success of the literacy unit. The ultimate goal of this project was to create an available resource to enrich parent-child learning opportunities during the early intervention years.
Fryer, Sydney, "Parent-Child Book Reading: Using Home Literacy Units to Foster Language Development in Children who are DHH" (2015). All Graduate Plan B and other Reports. 483.
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