This study aimed to explore the literacy interactions of deaf and hearing parents with their preschool children in Saudi Arabia. The participants were three sets of parents (six individuals) of preschoolers. Data were collected through home literacy observation, experience sampling method, and interviews. All participants endorsed learning through play, and in the interviews, they highlighted the importance of learning sign language for literacy development. They emphasized fluency in sign language and acknowledged its importance for supporting deaf children’s language and early literacy development. The deaf parents emphasized the importance of the whole-language approach when first teaching literacy at home and consciously exposed their hearing children to subtitles when watching TV, whereas hearing parents believed that working on phonics was a more effective approach for teaching children new words. Hearing parents chose to focus on teaching their deaf children phonics and phonemic awareness to prepare them for school and relied on dialogue to support vocabulary development.

中文翻译：

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聋哑和听力正常家长的识字信念及其与聋哑和听力学龄前儿童的互动

本研究旨在探讨沙特阿拉伯聋哑和听力正常的父母与其学龄前儿童的识字互动。参与者是三组学龄前儿童家长（六人）。通过家庭读写能力观察、经验抽样法和访谈收集数据。所有参与者都赞同通过游戏来学习，并在采访中强调了学习手语对于读写能力发展的重要性。他们强调手语的流利性，并承认手语对于支持聋哑儿童的语言和早期识字能力发展的重要性。聋哑父母在第一次在家教识字时强调全语言教学法的重要性，并在看电视时有意识地让听力正常的孩子接触字幕，而听力正常的家长则认为自然拼读法是教孩子新单词的更有效方法。听力正常的父母选择专注于教聋哑孩子自然拼读和音素意识，为他们上学做好准备，并依靠对话来支持词汇发展。