The effect of online parent-child dialogic book reading on preverbal skills and listening skills of deaf children under three years of old

Abstract Deafness is one of the most complex sensory disorders that leads to a major decline in auditory and verbal skills. Research shows that reading books has provided patterns of communication and preverbal skills to deaf children. The aim of this study was to investigate the effect of online parent-child dialogic book reading on pre-verbal and listening skills of deaf children under three years of old. Method: In this one-group quasi-experimental study with pre-test-post-test design, 10 hearing parents with deaf children under 3 years old with a child from the Deaf Family Association of Iran and the Deaf Center of Iran participated. The group of 10 people (parent and child) was first purposefully identified (based on inclusion criteria) and then from all the people with criteria, the people who declared their readiness to participate in the study were selected as study samples. Before starting the distance parent-child conversation reading program, the pre-verbal skills test (which included pointing, shared attention, imitation, and timing) and listening skills (small corners) were administered as a pre-test. Online reading sessions were held. For 20 sessions, three days a week, parents went online at a specific time (10 a.m. on Saturdays, Mondays, and Wednesdays), and each day a book with pictures and story-related content, book descriptions, and questions, and more WhatsApp activities. Created, placed. After the distance parent-child conversation book reading program, the test of pre-verbal skills and listening skills (small corners) were performed as a post-test for the sample group. Paired t-test was used to analyze the data. Results: The results of this study showed that the online parent-child dialogic book reading program caused a significant increase (p <0.005) in the post-verbal skills test score (imitation, shared attention, pointing and turning) and listening skills (p <0.005). 005) In comparison with the pre-test score of the sample group. Conclusion: Parent-child dialogic book reading is one of the parent-centered programs that are important for deaf toddlers. The results showed the applicability of parent-child dialogic book reading in improving listening skills and preverbal skills of deaf children.