The 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.
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