This study examines the home literacy environment in a group of mothers and their early-school-age children with cochlear implants (N = 16). The goals of this investigation are to (a) describe the characteristics of the home literacy environment and (b) study the relationships between home literacy factors and children’s reading skills. Mothers completed a home literacy environment inventory and were videotaped during joint book reading. Children’s literacy skills were assessed using the Phonological Awareness Test and the Woodcock-Johnson III Diagnostic Reading Battery. Mothers’ perceived activities in their home, defined as maternal literacy teaching activities, were dominant and were positively related to children’s literacy skills. Two types of maternal responses to children’s miscues and two maternal comprehension techniques were used most frequently. Those same techniques were not positively associated with children’s literacy skills. Guidelines for educators are provided to better support the home literacy environment for children with cochlear implants.
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