Development of Print Awareness of Hearing-Impaired Young Children in China

Jing Song(1), Yuki Ishida(2*), Inho Chung(3)
  • (1) Graduate School of Comprehensive Human Sciences, University of Tsukuba, Japan
  • (2) Graduate School of Comprehensive Human Sciences, University of Tsukuba, Japan
  • (3) Faculty of Human Sciences, University of Tsukuba, Japan
  • (*) Corresponding Author

Abstract

The purpose of this study was to examine experimentally the developmental changes and characteristics on print awareness of hearing-impaired young children in China through comparison with hearing young children of the same age. It was conducted a character consciousness measurement task on judging whether the presented stimulus was a character or not for 67 hearing-impaired young children and 45 hearing young children aged 3 to 5 years in China. As a result, hearing young children showed an increase in the score of the print awareness task among all ages, and that print awareness improved with development. Hearing-impaired young children were suggested to have significantly improved print awareness between the ages of 4 and 5 due to the increased score of the print awareness task between the ages of 3 and 5 and between the ages of 4 and 5. From this result, it was clarified that even hearing-impaired young children at the age of three years before receiving formal literacy education can recognize characters to some extent, and that the print awareness develops up to the age of five. From this study, it is suggested that hearing-impaired young children have a slight delay in the development of print awareness compared to hearing young children of the same age. There is a significant difference from hearing young children as the age increased, indicating that print awareness of hearing-impaired young children develops more slowly than hearing young children.

Keywords

Development of print awareness, hearing-impaired children

References

  • Ambrose S., Fey M., & Eisenberg L.（2012）Phonological awareness and print knowledge of preschool children with cochlear implants. Journal of Speech, Language, and Hearing Research, 55, 811–823.
  • Easterbrooks S., Lederberg A., Miller E., Bergeron J., & Connor C. M.（2008）Emergent literacy skills during early childhood in children with hearing loss: Strengths and weaknesses. The Volta Review, 108, 91–114.
  • Hiebert，E．H．（1981）Deve1opmental patterns and inter-relationships of preschool children’s print awareness. Reading Research Quarterly，16，236-260．
  • Imai, Y.（1982）Development of print awareness in preschool children．Departmental Bulletin Paper of Education Research Institute of Nara Education University，18，109-116．
  • Imai, Y. & Morita, T.（2001）Comparative research on the print awareness of young japanese and south korean children. The Science of Reading, 45(2)，52-59.
  • Justice, L.M. & Ezell, H.K.（2001）Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17, 207-225.
  • Lai, K.（2013）The effect of different book reading sharing methods on the development of print knowledge in young children - Evidence from eye movements in -4-5-year-olds-. Master dissertation, Tianjin Normal University.
  • Liu, N.（2012）A study on the development of preschool children’s writing awareness. Master dissertation, Tianjin Normal University.
  • Liu, X., Hong, X., Feng, W., Li, X., Wang, X., & Pan, Y.（2019）Research on the Development and Education of 0-3-Year-Old Children in China. Springer-Verlag Berlin Heidelberg.
  • McLane, J. & McNamee, G. （1990）Early literacy. Cambridge: Harvard University Press.
  • National Early Literacy Panel.（2008）Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
  • Scarborough, H.（2001）Connecting early language and literacy to later reading (dis) abilities: Evidence, theory, and practice. In Neuman S. & Dickinson D.（Eds.）, Handbook for research in early literacy. New York, NY: Guilford Press.
  • Werfel K.（2017）Emergent literacy skills in preschool children with hearing loss who use spoken language: Initial findings from the early language and literacy acquisition (ELLA) study. Language, Speech, and Hearing Services in Schools, 48, 249-259.
  • Werfel K., Lund E., & Schuele C. M.（2015）Print knowledge of preschool children with hearing loss. Communication Disorders Quarterly, 36, 107–111.
  • Whitehurst, G. J. & Lonigan, C. J.（1998）Child development and emergent literacy. Child Development, 69, 848–872.

DOI : https://doi.org/10.32698/GCS-04259

International Conference on Special Education In South East Asia Region 10th Series 2020

International Conference on Special Education In South East Asia Region 10th Series 2020

Redwhite Press

2685-5984

2685-5933

March 2020

© 2023 GCI, Global Conferences Series, Lda - All rights reserved.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.