JCPSLP Vol 21 No 2 2019 DIGITAL Edition

Dr Michelle Brown (@MichelleBrownSP) is a post-doctoral research fellow at Charles Sturt University, lecturer, and certified practising member of Speech Pathology Australia. Dr Marleen Westerveld (@MWslp) is an associate professor in speech pathology at Griffith University. Dr David Trembath is an associate professor in speech pathology at Griffith University and deputy research director of The Hopkins Centre, Menzies Health Institute Queensland. Professor Gail Gillon is the Director of the Child Well-being Research Institute at the University of Canterbury, Christchurch, New Zealand. Vygotsky, L. S. (1987). The collected works of L.S Vygotsky, vol. 1: Problems of general psychology (N. Minick, Trans.). New York, NY: Plenum Press. Zaidman-Zaid, A., & Dromi, E. (2007). Analogous and distinctive patterns of prelinguistic communication in toddlers with and without a hearing loss. Journal of Speech, Language, and Hearing Research , 50 , 1166–1180. Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the longitudinal study of Australian children. First Language , 33 (3), 280–293. Fletcher, K. L., & Reese, E. (2005). Picture book reading with young children: A conceptual framework. Developmental Review , 25 , 64–103. Karrass, J., & Braungart-Rieker, J. M. (2005). Effects of shared parent–infant book reading on early language acquisition. Applied Developmental Psychology , 26,133– 148. Netten, A. P., Rieffe, C., Theunissen, S. C. P. M., Soede, W., Dirks. E., Korver, A. M. H., …Frijns, J. H. M. (2015). Early identification: Language skills and social functioning in deaf and hard of hearing preschool children. International Journal of Pediatric Otorhinolaryngology , 79 , 2221–2226. Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology , 88 (3), 520–536. Sénéchal, M., LeFevre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly , 33 (1), 96–116. Tariq, S., & Woodman, J. (2013). Using mixed methods in health research. Journal of the Royal Society of Medicine Short Reports , 4 (6), 1–8.

opportunities for eye contact and joint attention (such as sitting face to face) may be beneficial. These findings provide direction for future research and offer initial guidance to clinicians and educators who use ESR to facilitate the development of language and social communication skills for young children with a HL. References Boudreau, D. (2005). Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools , 3 6 (1), 33–37. Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist , 34 (10), 844–850. Brookshire, J., Scharff, L. F. V. & Moses, L. E. (2002). The influence of illustrations on children’s book preferences and comprehension. Reading Psychology, 23 , 323–339. Brown, M. I., Westerveld, M. F., & Gillon, G. T. (2017). Early storybook reading with babies and young children: Parents’ opinions and home reading practices. Australasian Journal of Early Childhood , 42 (2), 69–77. Brown, M. I., Westerveld, M. F., Trembath, D., & Gillon, G. T. (2018). Promoting language and social communication development in babies through an early storybook reading intervention. International Journal of Speech-Language Pathology , 20 (3), 337–349. Brown, M. I., Trembath, D., Westerveld, M. F., & Gillon, G. T. (Under review). A pilot study of early storybook reading with babies with a hearing loss. Bus, A. G., van IJzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research , 65 (1), 1–21. Campbell, R. (1982). Dear zoo . London, UK: Macmillan Children’s Books. Ching, T. Y. C., Dillon, H., Marnane, V., Hou, S., Day, J., Seeto, M.,... Yeh, A. (2013). Outcomes of early-and late-identified children at 3 years of age: Findings from a prospective population-based study. Ear Hear , 34 (5), 535–552. DesJardin, J. L., Doll, E. R., Stika, C. J., Eisenberg, L. S., Johnson, K. J., Hammes Ganguly, D., …Henning, S. C. (2014). Parental support for language development during joint book reading for young children with a hearing loss. Communication Disorders Quarterly , 35 (3), 167–181. DesJardin, J. L., Stika, C. J., Eisenberg, L. S., Johnson, K. C., Hammes Ganguly, D. M., Henning, S. C., & Colson, B. G. (2017). A longitudinal investigation of the home literacy environment and shared book reading in young children with a hearing loss. (2017). Ear and Hearing , 38(4), 441–454. Dickinson, D. K., Griffith, J. A., Michnick Golinkoff, R., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research , 1 , 1–15.

Correspondence to: Michelle Brown Post-Doctoral Research Fellow

Charles Sturt University, Room 143, Building 763 Elizabeth Mitchell Drive, Thurgoona NSW 2640 phone: 02 6051 9430 email: michbrown@csu.edu.au

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JCPSLP Volume 21, Number 2 2019

Journal of Clinical Practice in Speech-Language Pathology