Promoting Language and Literacy in Children who are Deaf or Hard of Hearing

About the Editors

Mary Pat Moeller, Ph.D.
Director, Center for Childhood Deafness, Boys Town National Research Hospital, Omaha, Nebraska. Dr. Moeller's research interests include mother-child interaction and outcomes of children who are hard of hearing.

David J. Ertmer, Ph.D.
Professor, Department of Speech, Language, and Hearing Sciences, Purdue University, West Lafayette, Indiana. Dr. Ertmer's research focuses on prelinguistic vocal development and children receiving cochlear implants.

Carol Stoel-Gammon, Ph.D.
Professor Emerita, Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington. Dr. Stoel-Gammon's research interests include phonological development in children who are deaf or hard of hearing.

Promoting Language and Literacy Development in Children Who Are Deaf or Hard of Hearing

Children who are deaf or hard of hearing (D/HH) are adept learners with varied interests and specific needs. A pressing need for these children is access to rich language models early in life, which influences their language development significantly. Early and consistent communication access is crucial to prevent linguistic delays.

A New Generation of Children Who Are Deaf or Hard of Hearing

Due to advancements in early identification and technology, the landscape for D/HH children has changed dramatically. Service providers now have to adapt their knowledge and skills for working across a wider age range and managing complex technologies. Early intervention services commonly begin in the first year of life, emphasizing preventative approaches compared to earlier remedial approaches.

Purposes of This Book

The primary goal of this book is to describe a range of intervention approaches for children who are D/HH. It integrates evidence-based practices as defined by the American Speech-Language-Hearing Association, emphasizing the need for ongoing knowledge and skills acquisition on the part of service providers.

Organization of the Book

The book is organized into three main sections:

1. Foundations of Intervention
2. Early Childhood Interventions
3. Language and Literacy in the School Years

Principles Guiding Individual Chapters

• Audiological Management: Ongoing audiological services and support for families.
• Family Involvement: Encouragement of family roles in promoting language development through interventions.
• Education in Varied Settings: Customization of interventions based on the child's learning environment.
• Use of Technology: Incorporation of Internet-based therapy as a resource for families.
• Literacy Outcomes: Focus on literacy and social cognition for school-aged children.

Table 1.1: Developmental Organization of Topics Covered in the Book

Additional Considerations

This book serves various audiences, including students in university programs, service providers, and university professors. The content aims to enhance understanding of interventions tailored for D/HH children and to promote optimal service delivery within contemporary practices designed to meet diverse needs.