Abstract Context: Shared reading plays a critical role in early language and cognitive development. For children with hearing loss, parental input is even more crucial due to the additional challenges of hearing impairment. While some studies suggest that families of children with hearing loss spend similar or more time on shared reading compared to families of hearing children, differences in engagement and behaviors during reading activities have been reported in the literature. Aims: The study explored shared reading habits among parents of children with and without hearing loss in the 0–3-year age range. Materials and Methods: A total of 53 parents of children with bilateral congenital deafness and 57 parents of hearing children participated. All were sent an online questionnaire to compare the frequency, motivations, and behaviors of parents and children during shared reading. In addition, children’s exposure to electronic devices, such as TVs, tablets, and phones, was examined. Results: No significant differences were found between the groups in terms of reading frequency, time spent, motivations, or types of books read. However, a marginal difference emerged in children’s engagement during reading: children with hearing loss showed less involvement compared to hearing children. Exposure to electronic devices was higher among hearing children, but this difference was not statistically significant. Conclusions: Despite challenges related to hearing loss, parents of children with hearing loss engage in shared reading similarly to parents of hearing children. Early, family-centered audiological rehabilitation and parent counseling, including telerehabilitation, may help promote effective educational practices.
Parravicini et al. (Tue,) studied this question.