Home literacy environment of pre‐school children with intellectual disabilities

Abstract

From the results of the multivariate analyses of variance it could be concluded that the HLE of children with ID differed from that of children in the chronological age group on almost all aspects. When compared with children in the MA group, differences in the HLE remained. However, differences mainly concerned child-initiated activities and not parent-initiated activities. Correlation analyses showed that children's activities with literacy materials were positively related with MA, productive syntax and vocabulary age, and book orientation skills. Also, children's involvement during storybook reading was related with their MA, receptive language age, productive syntax and vocabulary age, book orientation and rapid naming of pictures. The amount of literacy materials parents provided was related to a higher productive syntax age and level of book orientation of the children. Parent play activities were also positively related to children's speech intelligibility. The cognitive disabilities of the children were the main cause of the differences found in the HLE between children with ID and children without disabilities. Parents also adapt their level to the developmental level of their child, which may not always be the most stimulating for the children.

Early Intervention for Children with Intellectual Disabilities: An Update

“…For example, the provision of stimulating materials by parents (a parent‐orchestrated child experience) such as occurs within a home literacy activity is associated with better child language (Van Der Schuit et al . ). Similarly, the work of Dunst and his colleagues continues to demonstrate strong associations between parent‐orchestrated learning experiences in the community for their child and a range of child outcomes (see Dunst & Trivette ).…”

“…In addition to associations involving parent-sensitive responsiveness (and the relationships that follow from extended high-quality interactions) and child outcomes for children with delays, associations with other aspects of family patterns of interaction have been found. For example, the provision of stimulating materials by parents (a parent-orchestrated child experience) such as occurs within a home literacy activity is associated with better child language (Van Der Schuit et al 2009). Similarly, the work of Dunst and his colleagues continues to demonstrate strong associations between parent-orchestrated learning experiences in the community for their child and a range of child outcomes (see Dunst & Trivette 2009).…”

Role of Parent Literacy and Numeracy Expectations and Activities in Predicting Early Numeracy Skills

“…Desoete & Grégoire, 2006;Passolunghi, Vercelloni, & Schadee, 2007). Logical operations refer to the more classical Piagetian skills, such as comparison, classification, correspondence, and seriation (Van de Rijt, Van Luit, & Pennings, 1999). Numeral representations refer to such skills as counting and applying knowledge of the number system.…”

Parent-Implemented Enhanced Milieu Teaching With Preschool Children Who Have Intellectual Disabilities

“…Children with ID are likely to have difficulty acquiring all aspects of the language system as a result of limitations in short- and long-term memory, and sometimes, specific language learning deficits (van der Schuit, Peeters, Segers, van Balkom, & Verhoeven, 2009). These young children present a significant challenge for language interventionists due to the severity of their communication impairments and their specific needs for systematic early intervention.…”