DesJardin Jean L, Doll Emily R, Stika Carren J, Eisenberg Laurie S, Johnson Karen J, Ganguly Dianne Hammes, Colson Bethany G, Henning Shirley C
Moravian College, Bethlehem, PA, USA.
San Diego State University, CA, USA.
Commun Disord Q. 2014 May;35(3):167-181. doi: 10.1177/1525740113518062.
Parent and child joint book reading (JBR) characteristics and parent facilitative language techniques (FLTs) were investigated in two groups of parents and their young children; children with normal hearing (NH; = 60) and children with hearing loss (HL; = 45). Parent-child dyads were videotaped during JBR interactions, and parent and child behaviors were coded for specific JBR behaviors using a scale developed for this study. Children's oral language skills were assessed using the (PLS-4). Parents of children with HL scored higher on two of the four subscales of JBR: Literacy Strategies and Teacher Techniques. Parents of children with NH utilized higher level FLTs with their children who had higher language skills. Higher level FLTs were positively related to children's oral language abilities. Implications are discussed for professionals who work with families of very young children with HL.
对两组家长及其幼儿进行了亲子共同阅读（JBR）特征和家长促进性语言技巧（FLT）的研究；听力正常儿童（NH；n = 60）和听力损失儿童（HL；n = 45）。在亲子共同阅读互动期间对亲子二元组进行录像，并使用为本研究开发的量表对亲子行为进行特定亲子共同阅读行为编码。使用《皮博迪图片词汇测验》（PLS - 4）评估儿童的口语技能。听力损失儿童的家长在亲子共同阅读的四个子量表中的两个量表上得分更高：读写策略和教师技巧。听力正常儿童的家长对语言能力较高的孩子使用了更高水平的促进性语言技巧。更高水平的促进性语言技巧与儿童的口语能力呈正相关。文中讨论了对与听力损失的幼儿家庭合作的专业人员的启示。
