Caregivers’ Use of Listening and Spoken Language Strategies With Deaf and Hard-of-Hearing Children

• In Event: Language Pedagogies in Deaf Education

Abstract

The use of auditory-verbal strategies in early intervention is essential for language acquisition with deaf and hard of hearing (DHH) children who use listening and spoken language (LSL). As the number of linguistically diverse families in the United States increases, support for families of DHH children is limited due to a gap in research. The current study investigated the frequency of LSL strategies used in caregiver-child play interactions and group differences in monolingual and bilingual households. Results indicated three strategies were used most by caregivers. Although there were no statistically significant group differences between monolingual and bilingual caregivers, results demonstrated that specific strategies were used most by each group. Future applications in deaf education practice and research are discussed.

Authors

• Brynne Powell, Teachers College, Columbia University

• Elaine Smolen, Teachers College, Columbia University

• Maria C. Hartman, Teachers College, Columbia University