Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents

Show simple item record

dc.contributor.advisor Loncke, F. en
dc.contributor.advisor Dada, Shakila en
dc.contributor.advisor Alant, Erna en
dc.contributor.postgraduate Stobbart, Carlin Lillian en
dc.date.accessioned 2013-09-06T16:19:36Z
dc.date.available 2007-04-17 en
dc.date.available 2013-09-06T16:19:36Z
dc.date.created 2006-04-25 en
dc.date.issued 2005 en
dc.date.submitted 2007-04-17 en
dc.description Dissertation (M(Augmentative and Alternative Communication))--University of Pretoria, 2005. en
dc.description.abstract The low literacy levels achieved by deaf children are of ongoing concern to educators and researchers alike. The present research considered emergent literacy as one aspect to consider in the acquisition of literacy skills in deaf children. The aim of this research was to describe the home-based literacy experiences of severely to profoundly deaf pre-schoolers as provided by their hearing parents. Parents of twenty-nine pre-school deaf children from schools for the deaf were selected to complete a questionnaire. The questionnaire was developed based on the four identified literacy contexts: the physical and functional context, the language context, the affective context and the educational context. The results obtained indicate that the deaf children in this survey are exposed to literacy-rich home environments where they are able to observe literate adult role models. Limitations in the quantity and quality of text-based interaction between the deaf pre-schoolers, their hearing parents and older siblings were identified. The results also indicated that the parents who participated in this research regarded the development of language and communication as more important than the early acquisition of literacy skills. The parents assigned the greatest responsibility in teaching literacy skills to teachers. This study highlights the sensitive nature of early literacy and language learning in young deaf children. Suggestions for further research are presented. en
dc.description.availability unrestricted en
dc.description.department Centre for Augmentative and Alternative Communication (CAAC) en
dc.identifier.citation Stobbart, C 2005, Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents, M(Augmentative dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/23987 > en
dc.identifier.upetdurl http://upetd.up.ac.za/thesis/available/etd-04172007-133642/ en
dc.identifier.uri http://hdl.handle.net/2263/23987
dc.language.iso en
dc.publisher University of Pretoria en_ZA
dc.rights © 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. en
dc.subject Early literacy skills en
dc.subject Educational context en
dc.subject Affective context en
dc.subject Language context en
dc.subject Severely deaf en
dc.subject Profoundly deaf en
dc.subject Home-based literacy experiences en
dc.subject Emergent literacy en
dc.subject UCTD en_US
dc.title Home-based literacy experiences of severely to profoundly deaf pre-schoolers and their hearing parents en
dc.type Dissertation en


Files in this item

This item appears in the following Collection(s)

Show simple item record