AI Article Synopsis
- This study explored how storytelling and joint writing between mothers and their kindergartners with hearing loss affect early literacy skills.
- It involved analyzing interactions between 30 Israeli mothers and their children, focusing on assessing various literacy skills like phonological awareness and word recognition.
- Findings highlighted that maternal storytelling boosts linguistic abilities while joint writing enhances alphabetic skills, suggesting parents should be trained to effectively support their children’s literacy development.
Article Abstract
Purpose: This study investigated mother-child storybook telling and joint writing as predictors of early literacy among kindergartners with hearing loss.
Method: Participants were 30 Israeli kindergartners with hearing loss and their mothers. Early literacy assessments tapped children's alphabetic skills (e.g., word writing, word recognition, and letter knowledge) and linguistic skills (e.g., phonological awareness, general knowledge, and receptive vocabulary). Each mother told her child the story of a wordless book and helped her child write words. Both interactions were videotaped and analyzed.
Results: Our major findings showed that maternal storybook telling correlated with linguistic skills, and maternal writing mediation correlated with basic alphabetic skills. A series of 3-step hierarchical regression analyses revealed that beyond children's age, children's degree of hearing loss, and joint writing, storybook telling predicted children's phonological awareness (22%), general knowledge (28%), and receptive vocabulary (18%). Beyond children's age, children's degree of hearing loss, and storybook telling, joint writing predicted word writing (15%), word recognition (31%), and letter knowledge (36%).
Implications: Recommendations focused on encouraging parent and teacher awareness about the differential contributions of storybook telling and writing mediation to early literacy. We also advocated enhancing parents' skills for promoting children's literacy.
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| http://dx.doi.org/10.1044/0161-1461(2006/023) | DOI Listing |
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