Original ArticlesFacilitating Preliteracy Development in Children With Hearing Loss When the Home Language Is Not EnglishAlfano, Alliete R.; Douglas, MichaelAuthor Information Florida International University, Miami (Dr Alfano); and MED-EL Corporation, Durham, North Carolina (Mr Douglas). Corresponding Author: Alliete R. Alfano, PhD, Communication Sciences and Disorders, Nicole Wertheim College of Nursing and Health Sciences, Florida International University, AHC3-437, 11200 SW 8th St, Miami, FL 33199 (email@example.com). The authors have indicated that they have no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: July/September 2018 - Volume 38 - Issue 3 - p 194-201 doi: 10.1097/TLD.0000000000000156 Buy Metrics Abstract Prior research shows that preliteracy development of children with a hearing loss from homes where English is not the primary language parallels literacy development in children with hearing loss from monolingual homes. Although there are some parallels, there are also some elements that are unique to children from linguistically diverse, bilingual backgrounds. Understanding these commonalities and differences sets the stage to discuss appropriate interventions to develop language and literacy. Literacy-based interventions used with bilingual children who do not have a hearing loss, and/or with bilingual children with additional challenges, are explored for their implications for developing language and literacy in children with hearing loss when the home language is not English. Copyright © 2018 Wolters Kluwer Health, Inc. All rights reserved.