This line of research considers how monolingual English and bilingual Spanish-English speaking preschool children with hearing loss develop literacy skills. We have considered how the quantity of vocabulary knowledge relates to phonological awareness development (the sub-conscious awareness that words are made up of individual sounds; Lund, Werfel, & Schuele, 2015). A project funded by the NIDCD at the National Institutes of Health (2016-2019) considered how quality of vocabulary knowledge in children with cochlear implants relates to phonological awareness development, and found a relationship between the types of words children know and their phonological awareness skills (Lund, 2020). Vocabulary contributes to other early literacy skills too: parents and professionals can teach vocabulary to improve the print knowledge of preschool children with hearing loss (Lund, Miller, Douglas, & Werfel, in press).
Did you know? Children with hearing loss follow different trajectories to develop literacy-related skills than children without hearing loss. Look for our ELLA study to find out more! #ELLAStudy http://www.ellastudy.org