Okay, from the first article:
Further, the trajectory established during the emergent literacy stage continues well into the school years both for hearing children (Foster& Miller, 2007; Stanovich, 1992) and for deaf and hard of hearing children(Colin, Magnan, Ecalle, & Leybaert,2007), implicating preschool literacy instruction as a key factor in promoting better literacy outcomes.
Nothing about specificity to oral language or phonological awareness. Applies to preschool instruction in ASL as well.
Bingham studied 60 mothers and their 4-year-old children using various measures of literacy interaction and outcomes and found that the quality of children's home literacy environments and mother-child joint book-reading interactions were both related to the overall development of the children's literacy skills. Similar outcomes are found with the early literacy environment of deaf and hard of hearing children (Aram, Most, & Simon, 2008).
Again, nothing regarding the specificity of English or oral language. Early literacy environment refers to interactions in ASL as well.
When children engage in literacy-rich play, they are incorporating highly contextualized, meaningful, and familiar concepts from stories or from life to support the language used during play. This helps them to understand concepts better and to use language meaningfully. Researchers have identified literacy-rich play as an important component of emergent literacy (Christie & Enz, 1992; Vukelich, 1994).
Notice it says "language" not "English" or "spoken language". Language refers to ASL, as well.
On the one hand, emergent literacy for some, particularly those with deaf parents, develops similarly to that of hearing children (Williams, 2004). These young children engage in rich interactions around books and writing activities. On the other hand, most deaf and hard ofhearing children are at risk of delays in literacy development (Mayer, 2007).
As the result of early languge exposure, not as the result of early English exposure, or early spoken lanuage exposure. Likewise, delays for most come from the lack of early language exposure as in deaf of hearing.
However, Swanwick and Watson (2005) pointed out that there are many similarities between the emergent literacy processes of oral children and signing children. They identified these similarities, as well as the differences, suggesting that early literacy instruction for deaf and hard of hearing children should account for both the similarities and the differences.
Five factors have been identified in the literature (see review) as being critical to emergent literacy: parent involvement, a language-rich environment, storybook reading, a supportive classroom environment, and explicit instruction.
Again, nothing to indicate dependency on oral language or English to achieve the environment necessary to emergent literacy.
Further research is needed to determine the contribution that each of these makes to the overall emergent literacy process. Most likely this involves a combination of environmental factors, typical instructional factors, and a set of instructional factors unique to the classrooms of children who are deaf or hard of hearing.
And, once again,nothing specific to oral language or English exposure.
Conner, C., Easterbrooks,S. and Lederberg, A. (2010). Contributions of the emergent litercy environment to literacy outcomes for young children who are deaf. American Annals of the Deaf. 155(4).
Discuss away.
Please note that this research is only a year old. It was done using empirical methods. This goes right back to what I stated in post 725.