Contributions of the Emergent Literacy Environment to Literacy Outcomes for Young Children Who Are Deaf

Writing Skills of Hearing-Impaired Students Who Benefit from Support Services at Public Schools in Turkey

“…The participants completed their preschool education in the kindergarten classes located in ICEM, starting special education at the age of three and were enrolled in public schools starting from the 1st Grade. Parallel to the literature, the findings of this study emphasize qualified preschool experiences in the education of hearing-impaired students (Easterbrooks et al, 2010).…”

“…The literacy development of children is constructed on the experiences they gain at an early age and that continuously develops with new experiences (Easterbrooks, Lederberg & Connor, 2010). Preschool education has an essential role for children, in terms of establishing a relationship between their written and oral language, vocal awareness, vocabulary, syntax and semantic skills.…”

Reading me back into school : successful deaf and hard of hearing readers in the mainstreamed setting

“…Results of the study produced by Easterbrooks (2010) that explored literacy environments that support emergent literacy clearly validate the importance of classroom environments, a source of influence on the literacy development of deaf and hard of hearing children. Marschark & Knoors (2012) also encouraged teachers to review the visual needs in the classroom environment and the visual strengths of students.…”

“…Williams's (2004) study, results presented the effects and benefits of interactive storybook readings, as deaf and hard of hearing readers learn elements of a story such as the author, title, and important literary terms (Williams, 2004). With storybook reading, adults are able to model literary behaviors and encourage dialogue for deaf and hard of hearing readers (Easterbrooks, Lederberg, & Connor, 2010). The approach and literacy strategy may be recognized and implemented by schools and programs as a language intervention model as it provides deaf and hard of hearing readers the opportunity to receive access in their first language and exposure to new vocabulary (Williams, 2004).…”

“…Marschark & Knoors (2012) also encouraged teachers to review the visual needs in the classroom environment and the visual strengths of students. Additionally, five factors were identified as essential in literacy development: "parent involvement, a language-rich environment, storybook reading, a supportive classroom environment, and explicit instruction" (Easterbrooks, 2010). With the five factors, researchers can further examine the development of deaf and hard of hearing readers with the necessary support.…”