Abstract
The purpose of this study was to review overseas research on the emergent literacy of normal-hearing and hearing-impaired young children and to examine educational issues related to reading and writing for hearing-impaired young children in Japan. As a result, the study on the emergence of emergent literacy in hearing-impaired children showed the need for a longitudinal study across the entire early childhood period with a large number of hearing-impaired children, based on objective observational studies. In particular, it was necessary to observe the children's interest in letters, books, and to examine whether the emergence of emergent literacy and the process of literacy development were similar to those of children with normal hearing. The relationship between the development of working memory and narratives related to the development of emergent literacy is a topic for future study. In terms of the environment, the study focused on how picture books are read and shown to children, and there were few studies on the relationship between parents and children formed through discipline and the development of emergent literacy, indicating that this is an issue for future study. In addition, the relationship between the type of environment in which children are exposed to means of communication and the development of language skills is also an issue for future study. Finally, there are still no indicators to comprehensively evaluate the above issues, and it is necessary to create instructional plans and evaluate instruction based on these indicators.
