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The present study evaluated the efficacy of a new preschool early literacy intervention created specifically for deaf and hard-of-hearing (DHH) children with functional hearing. Teachers implemented Foundations for Literacy with 25 DHH children in 2 schools (intervention group). One school used only spoken language, and the other used sign with and without spoken language. A "business as usual" comparison group included 33 DHH children who were matched on key characteristics with the intervention children but attended schools that did not implement Foundations for Literacy. Children's hearing losses ranged from moderate to profound. Approximately half of the children had cochlear implants. All children had sufficient speech perception skills to identify referents of spoken words from closed sets of items. Teachers taught small groups of intervention children an hour a day, 4 days a week for the school year. From fall to spring, intervention children made significantly greater gains on tests of phonological awareness, letter-sound knowledge, and expressive vocabulary than did comparison children. In addition, intervention children showed significant increases in standard scores (based on hearing norms) on phonological awareness and vocabulary tests. This quasi-experimental study suggests that the intervention shows promise for improving early literacy skills of DHH children with functional hearing. [ABSTRACT FROM AUTHOR]

The article focuses on the promotion of teachers on the sign language phonological awareness (PA) in an American Sign Language (ASL) or English Bilingual Program in the U.S. It says that teachers believe that improving the student's structural knowledge of signs help boost their literacy skills and language. Moreover, PA of English is the knowledge of sublexical structures of words which helps children comprehend how words are produced and formed individually from their meanings.

The goal of this study was to explore the development of spoken phonological awareness for deaf and hard-of-hearing children (DHH) with functional hearing (i.e., the ability to access spoken language through hearing). Teachers explicitly taught five preschoolers the phonological awareness skills of syllable segmentation, initial phoneme isolation, and rhyme discrimination in the context of a multifaceted emergent literacy intervention. Instruction occurred in settings where teachers used simultaneous communication or spoken language only. A multiple-baseline across skills design documented a functional relation between instruction and skill acquisition for those children who did not have the skills at baseline with one exception; one child did not meet criteria for syllable segmentation. These results were confirmed by changes on phonological awareness tests that were administered at the beginning and end of the school year. We found that DHH children who varied in primary communication mode, chronological age, and language ability all benefited from explicit instruction in phonological awareness. [ABSTRACT FROM AUTHOR]

Background: Participation in epidemiologic studies has declined, raising concerns about selection bias. While estimates derived from epidemiologic studies have been shown to be robust under a wide range of scenarios, additional empiric study is needed. The Georgia Study to Explore Early Development (GA SEED), a population-based case–control study of risk factors for autism spectrum disorder (ASD), provided an opportunity to explore factors associated with non-participation and potential impacts of non-participation on association studies. Methods: GA SEED recruited preschool-aged children residing in metropolitan-Atlanta during 2007–2012. Children with ASD were identified from multiple schools and healthcare providers serving children with disabilities; children from the general population (POP) were randomly sampled from birth records. Recruitment was via mailed invitation letter with follow-up phone calls. Eligibility criteria included birth and current residence in study area and an English-speaking caregiver. Many children identified for potential inclusion could not be contacted. We used data from birth certificates to examine demographic and perinatal factors associated with participation in GA SEED and completion of the data collection protocol. We also compared ASD-risk factor associations for the final sample of children who completed the study with the initial sample of all likely ASD and POP children invited to potentially participate in the study, had they been eligible. Finally, we derived post-stratification sampling weights for participants who completed the study and compared weighted and unweighted associations between ASD and two factors collected via post-enrollment maternal interview: infertility and reproductive stoppage. Results: Maternal age and education were independently associated with participation in the POP group. Maternal education was independently associated with participation in the ASD group. Numerous other demographic and perinatal factors were not associated with participation. Moreover, unadjusted and adjusted odds ratios for associations between ASD and several demographic and perinatal factors were similar between the final sample of study completers and the total invited sample. Odds ratios for associations between ASD and infertility and reproductive stoppage were also similar in unweighted and weighted analyses of the study completion sample. Conclusions: These findings suggest that effect estimates from SEED risk factor analyses, particularly those of non-demographic factors, are likely robust. [ABSTRACT FROM AUTHOR]