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003			ZW-GwMSU
005			20241017075133.0
008			241017b |||||||| |||| 00| 0 eng d
022			_a14687984
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1139.5.L35 JOU
100	1		_aSwanwick, Ruth _eauthor
245	1	0	_aLiteracy in the homes of young deaf children: _bCommon and distinct features of spoken language and sign bilingual environments _ccreated by Ruth Swanwick and Linda Watson
264	1		_aLondon: _bSage, _c2005
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal of Early Childhood Literacy _vVolume 5, number 1
520	3		_aThe 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.
650			_aLiteracy _vYoung deaf children _xBilingual environments
700	1		_aWatson, Linda _eco-author
856			_uhttps://doi.org/10.1177/1468798405050594
942			_2lcc _cJA
999			_c167880 _d167880