The effect of thematically related play on engagement in storybook reading in children with hearing loss

Abstract

This study examined whether theme-related play increased subsequent engagement in storybook reading in preschool children with typical hearing and with hearing loss. Method: This study employed a counterbalanced experimental design. In all sessions, participants engaged in free play first and then were read a storybook. In the experimental condition, the play materials matched the theme of the book, and in the control condition it did not. Conditions were presented in random order. Storybooks had language at the early preschool level and had characters, plots, and illustrations. Twenty-three preschool-aged children participated, 12 with typical hearing and 11 with hearing loss. Engagement during storybook reading was measured using a modified Child Behaviour Rating Scale (CBRS; Mahoney, 1998), consisting of five Items: Attention to Activity, Involvement, Cooperation (Attention subscale), and Affect and Joint Attention (Socio-emotional subscale). Results: Play that matched the theme of the storybook selectively enhanced engagement, particularly the Affect Item and the Socio-emotional Subscale of the CBRS, in participants with hearing loss.

Play and Preschool Children Who Are Deaf: A Review of the Literature

“…The majority of the research in this review focused on social aspects, and cognitive aspects observed in play behaviors of children who are deaf. Only one study focused on literacy development (Pataki, Metz, & Metz, 2014). The absence of research on play and literacy among children who are deaf is unexpected finding because play in ECE has not only been associated with the whole child's development but with the development of literacy skills.…”

“…Other quantitative studies investigated the relationship between language and play (Casby & McCormack 1985;Lederberg, 1991;Quittner, Cejas, Wang, Niparko, & Barker, 2016;Schirmer, 1989). There was one experimental study (Pataki, Metz, & Metz, 2014) and one longitudinal study (Quittner et al, 2016).…”

“…Some studies had participants without detailed information as to what their hearing level was or the type of communication mode. The majority of the participants' communication modalities was identified as oral or verbal (Arnold & Trembly 1979;Bobzien, et al, 2013;Brackett & Henniges, 1976;Brown, Prescott, Rickards, & Peterson, 1997;O'Connor, 1994;Darbyshire, 1977;Deluzio & Girolametta, 2011;Esposito & Koorland, 1989;Gatty, 1990;Higginbotham & Baker, 1981;Kretschmer, 1972;Levy-Shiff & Hoffman, 1985;Mann, 1984;Messenheimer-Young & Kretschmer, 1994;Minnett, et al, 1994 Another communication modality reported in the studies of play of children who are deaf play was sign language (Casby & McCormack 1985;Chapel, 2005;Pataki, Metz, & Metz, 2014;Quittner et al, 2016;Schirmer, 1989;Bilir & Bal, 1995). Some students had opportunities to use either signing or oral communication depending on the play context and play partners (Brunnberg, 2005;Cornelius & Hornett, 1990).…”

“…Studies that focused on language mostly examined the association between play and language (Casby & McCormack, 1985;Cornelious & Hornett, 1990;Lederberg, 1991;Quittner et al, 2016, Schirmer, 1989). There were only two studies that focused on developing literacy skills (Pataki, Metz, & Metz, 2014, Quittner et al, 2016 and one that focused on the use of play for therapy purposes (Chapel, 2005).…”

“…The only one study that focused on the use of children play in developing literacy skills reported its effect of on students' storybook reading skills (Pataki, Metz, & Metz, 2014). The review noted there were limited studies that explored language, and play of children who are deaf (Casby & McCormack, 1985;Cornelious & Hornett, 1990;Lederberg, 1991;Musyoka, 2015;Quittner et al, 2016;Schirmer, 1989).…”