2023 Volume 61 Issue 3 Pages 133-144
The purposes of the present study were to review research done outside of Japan on the emergent literacy of young children with normal hearing and those who are deaf or hard of hearing, and to examine educational issues related to reading and writing for deaf or hard of hearing young children in Japan. Research on the development of emergent literacy in deaf or hard of hearing children showed the need for a longitudinal study across the entire early childhood period of a large number of children who are deaf or hard of hearing, based on objective observational studies. In particular, the review suggested that children’s interest in letters and books should be observed, and whether the development of emergent literacy and the process of literacy development by children who are deaf or hard of hearing is similar to that of children with normal hearing should be examined. The relationship between the development of working memory and narratives related to the development of emergent literacy is another topic for future study. In terms of the environment, the present study focused on how picture books are read and showed to children. Few studies have been conducted on the relationship between parents and children that is formed through discipline and the development of emergent literacy, suggesting that this is an issue for future study. The relationship between the type of environment in which children are exposed to means of communication and the development of language skills is another issue for future study. Finally, no indicators have as yet been developed to evaluate the above issues comprehensively, even though such indicators are necessary to create instructional plans and evaluate instruction.
