View in EDS

The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children

Saved in:
Bibliographic Details
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 0000-0002-8313-6864)
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1476588
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ali+Hamad+Albalhareth%22">Ali Hamad Albalhareth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8313-6864">0000-0002-8313-6864</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Applied+Linguistics%22"><i>Applied Linguistics</i></searchLink>. 2025 46(2):248-264.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Child+Relationship%22">Parent Child Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Sign+Language%22">Sign Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Fluency%22">Language Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Whole+Language+Approach%22">Whole Language Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1093/applin/amae026
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0142-6001<br />1477-450X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1476588
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1476588
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1093/applin/amae026
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 248
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Sign Language
        Type: general
      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Whole Language Approach
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Saudi Arabia
        Type: general
    Titles:
      – TitleFull: The Literacy Beliefs of Deaf and Hearing Parents and Their Interactions with Deaf and Hearing Preschool Children
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ali Hamad Albalhareth
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0142-6001
            – Type: issn-electronic
              Value: 1477-450X
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Applied Linguistics
              Type: main
ResultId 1