Intervention Methods for Spurring Emergent Literacy in Children Who Are Deaf or Hard Of Hearing By Hearing Parents: A Literature Review

This thesis focuses on the methods hearing parents may employ to spur emergent literacy in their children who are deaf or hard of hearing. Children who are deaf or hard of hearing are naturally at risk for language and literacy delays. Children with hearing loss typically develop emergent literacy skills at a slower rate than their peers, and can fail to master these important skills. This may be due to communication barriers within the home. A full understanding of emergent literacy is critical for mastering reading and academic success. Since parents play an influential role in the development of emergent literacy and spend the majority of time with their young children, they are the key to a high-impact successful intervention with long-term monitoring and support. With training, parents can provide daily emergent literacy intervention for their children at a young age and alter the academic path of their children who are deaf or hard of hearing.