Akmese, Pelin PistavKucuk, Destina SezginKirazli, Gulce2024-08-312024-08-3120241720-84241824-7288https://doi.org/10.1186/s13052-024-01578-0https://hdl.handle.net/11454/105445BackgroundEarly literacy development is critical for children with hearing loss to develop literacy skills in the years to come. The aim of this study is to compare the early literacy skills of 60-72 months' children with hearing loss to the results of children with normal hearing.MethodsA total of 40 children (20 children with hearing aid (HA) and 20 children with normal hearing (NH) were evaluated in the study. Receptive and expressive language was assessed by Test of Early Language Development (TELD-3) and Early Literacy Test (EROT) was applied to assess the early literacy skills of all children in the study.ResultsThe receptive and expressive language results of the hearing-impaired group were significantly lower than those of normal hearing. Moreover, in EROT when a general analysis is made with main test titles such as, the vocabulary knowledge, letter knowledge, the listening comprehension, results showed that there was a significant difference between the HA and NH groups.ConclusionsThis study highlights the importance of supporting early literacy skills, which are prerequisite skills for reading and writing skills, in children who receive both mainstreaming education and special education in the risk group and/or continue their education in kindergarten.en10.1186/s13052-024-01578-0info:eu-repo/semantics/openAccessHearing LossHearing AidEarly Language SkillsEarly LiteracyPreschool ChildrenArticle501WOS:0011446312000032-s2.0-8518241990438233958Q2N/A