Dirks Evelien, Wauters Loes
Dutch Foundation for the Deaf and Hard of Hearing Child.
Leiden University.
J Deaf Stud Deaf Educ. 2018 Jul 1;23(3):261-270. doi: 10.1093/deafed/eny005.
Interactive storybook reading is an important activity to enhance the emergent literacy skills of young deaf and hard-of-hearing (DHH) children. Parents have a crucial role to play in promoting their children's literacy development. However, parents often do not read in an interactive way; therefore guidance is recommended in applying these interactive reading strategies. In the present study we examined how parent reading behavior was affected by implementing an interactive reading training program for parents of young DHH children. Parents of 18 DHH toddlers in the Netherlands participated in a series of group training sessions and their interactive reading behavior was compared to that of 10 parents who did not participate. The results showed that parents' interactive reading behavior tended to increase after they participated in the interactive reading program. After the program, they applied the interactive reading strategies more often than parents who had not participated in the program. The findings suggest that interactive reading programs should be incorporated into early intervention programs for DHH children.
互动式故事书阅读是一项重要活动，有助于提高失聪及重听（DHH）幼儿的早期读写能力。家长在促进孩子的读写能力发展方面起着至关重要的作用。然而，家长往往不会以互动的方式阅读；因此，建议在应用这些互动阅读策略时给予指导。在本研究中，我们考察了为失聪及重听幼儿的家长实施互动阅读培训项目对家长阅读行为的影响。荷兰18名失聪及重听幼儿的家长参加了一系列小组培训课程，并将他们的互动阅读行为与10名未参加培训的家长进行了比较。结果显示，家长在参加互动阅读项目后，其互动阅读行为往往会增加。项目结束后，他们比未参加该项目的家长更频繁地应用互动阅读策略。研究结果表明，互动阅读项目应纳入针对失聪及重听儿童的早期干预项目中。
