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Dissertation/Thesis Abstract

Influence of Pre-Reading Parent and Child Behaviors on Early Alphabet Knowledge: an Investigation of Children with Hearing Differences
by Strasser, Amanda R., M.A., Gallaudet University, 2019, 230; 28314878
Abstract (Summary)

Learning to read is a complex process for a hearing preschooler, requiring they master a variety of preliteracy skills. Prior research with hearing children indicates that parental engagement and child-initiated behaviors strongly influence a child’s reading trajectory and may act as a protective factor (Schweinhart, 1997; Skibbe, Bindman, Hindman, Aram & Morrison, 2013; Robins, Treiman & Rosales, 2014; Tang & Davis-Kean, 2015; Robson, 2016a). Deaf and Hard of Hearing (D/HH) readers have inherent blocks that prohibit early access to their parents language, which consequently causes delays in the development of a first language, scaffolding for child-initiated behaviors, and learning to read. The relationship between specific parental engagement strategies, child-initiated behaviors and their influence on early pre-reading skills, such as alphabet knowledge, has remained relatively unexplored in Deaf and hard of hearing children. Therefore, the current study explored how parental engagement strategies and child-initiated behaviors correlate with alphabet knowledge (Whitehurst & Lonigan, 1998; Paris, 2005; NELP, 2008; Puranik, Petscher & Lonigan, 2012). Results were non-significant for reading to self or others, letter play and use of labels in the home. Modest gains were found for looking at picture books or other books, use of a computer, shared reading and fingerspelling items in the home. Children of Deaf parents who signed and hearing/hard of hearing parents who did not sign had the best alphabet knowledge outcomes. Additionally, children with higher levels of ASL proficiency performed significantly better on a measure of alphabet knowledge. These findings can be useful as a springboard for directing future research to the most effective reading interventions for D/HH children.

Indexing (document details)
Advisor: Morere, Donna
Commitee: Allen, Thomas, Garrido-Nag, Karen, Whitaker, Robert, Eyer, Sherry
School: Gallaudet University
Department: Psychology
School Location: United States -- District of Columbia
Source: MAI 82/7(E), Masters Abstracts International
Subjects: Clinical psychology
Keywords: Alphabet knowledge, Deaf, Hard of hearing, Parent Engagement
Publication Number: 28314878
ISBN: 9798569914432
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