Evidence map›Paper›PMID 36617254›Full record

ArticleJournal of deaf studies and deaf education2023

Home Literacy Experiences and Shared Reading Practices: Preschoolers With Hearing Loss.

Jean L DesJardin, Carren J Stika, Laurie S Eisenberg, Karen C Johnson, Dianne Hammes Ganguly, Shirley C Henning

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of deaf studies and deaf education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed, 1 pooled it
2.9field-weighted citation impact, top 10% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed, 1 synthesis or guideline pooled it, 7 citations in OpenAlex.

  1. Pooled it
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors at 4 institutions in 1 country.

Jean L DesJardinEducation Department, Moravian University, Bethlehem, PA, USA.
Carren J StikaSchool of Speech, Language, and Hearing Sciences Audiology Department, San Diego State University, San Diego, CA, USA.
Laurie S EisenbergCaruso Department of Otolaryngology-Head and Neck Surgery, Keck School of Medicine of the University of Southern California, Los Angeles, CA, USA.
Karen C JohnsonCaruso Department of Otolaryngology-Head and Neck Surgery, Keck School of Medicine of the University of Southern California, Los Angeles, CA, USA.
Dianne Hammes GangulyCaruso Department of Otolaryngology-Head and Neck Surgery, Keck School of Medicine of the University of Southern California, Los Angeles, CA, USA.
Shirley C HenningCaruso Department of Otolaryngology-Head and Neck Surgery, Indiana University School of Medicine, Indianapolis, IN, USA.
University of Southern California · USIndiana University – Purdue University Indianapolis · USMoravian University · USSan Diego State University · US

Funding

Development and Adaptive Behavior of Young Children with Hearing LossR01DC009561 · NIDCD · UNIVERSITY OF SOUTHERN CALIFORNIA · PI EISENBERG, LAURIE S, STIKA, CARREN JEAN · 2008 to 2012
$3.8M
NIDCD NIH HHS R01 DC009561
6 · The paper itself

Abstract

Home literacy experiences and observed parent and child behaviors during shared book reading were investigated in preschool-age children with hearing loss and with typical hearing to examine the relationships between those factors and children's language skills. The methods involved parent-reported home literacy experiences and videotaped parent-child dyads during shared book reading. Children's language skills were tested using the Preschool Language Scale-4. The results indicated significant differences between groups for home literacy experiences and observed parent and child behaviors. Parents of children with hearing loss were found to read more frequently to their children than parents of children with typical hearing, yet scored lower for literacy strategies and teaching techniques compared to parents of children with typical hearing. Children with hearing loss scored lower in interactive reading behaviors compared to children with typical hearing. For children with hearing loss, frequency of book reading and child interactive reading behaviors were strong predictive factors for children's language skills. These results suggest that families of children with hearing loss would benefit from professional support as they read storybooks to their children. Similarly, children with hearing loss should be encouraged to be more interactive during shared book reading.

Indexed as

DeafnessHearing LossChild, PreschoolHumansLanguageLiteracyReading

Identifiers

PMID36617254
PMCPMC10373947
OpenAlexW4313729345

What OpenQuestion holds

Textmetadata
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.