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Journal of Early Childhood Literacy, Vol. 5, No. 1, 53-78 (2005)
DOI: 10.1177/1468798405050594

Literacy in the homes of young deaf children: Common and distinct features of spoken language and sign bilingual environments

Ruth Swanwick

University of Leeds, UK

Linda Watson

University of Birmingham, UK, l.m.watson{at}bham.ac.uk

The study of deaf children’s early literacy raises fundamental issues about their access to language, experiences of early interaction and literacy development. However, we currently understand very little about how young deaf children develop literacy skills given their exceptional linguistic circumstances. This review explores early literacy practices in the homes of young deaf children to identify the commonalities and differences apparent in spoken language and sign bilingual homes. The introduction of the Newborn Hearing Screening Programme (NHSP), which is currently taking place, aims to diagnose congenital deafness in the first few weeks of life, followed by immediate involvement of a team of professionals with the child and family, including a teacher of the deaf. This provides a unique opportunity to explore early literacy practices in homes, and identify ways in which teachers and parents/carers can work collaboratively to facilitate deaf children’s early literacy development.

Key Words: deaf children • language and communication • literacy development • sign bilingual homes • spoken language homes


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