The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children
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| Title: | The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children |
|---|---|
| Language: | English |
| Authors: | Ali Hamad Albalhareth (ORCID |
| Source: | Applied Linguistics. 2025 46(2):248-264. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://applij.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Deafness, Literacy, Parent Child Relationship, Preschool Children, Play, Sign Language, Language Fluency, Whole Language Approach, Parent Attitudes, Teaching Methods |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.1093/applin/amae026 |
| ISSN: | 0142-6001 1477-450X |
| Abstract: | This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children's language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476588 |
| Database: | ERIC |
| Abstract: | This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children's language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development. |
|---|---|
| ISSN: | 0142-6001 1477-450X |
| DOI: | 10.1093/applin/amae026 |
