Home literacy environments, interest in reading and emergent literacy skills of children with Down syndrome versus typical children

Ricci, Leila A.

doi:10.1111/j.1365-2788.2011.01415.x

Cited by 40 publications

(48 citation statements)

References 39 publications

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“…Though limited, previous research has reported fairly rich home literacy environments for individuals with DS (Ricci, 2011). The present study also reflected rich home literacy environments for individuals with DS.…”

Section: Parent Surveysupporting

confidence: 66%

“…In her study, Ricci (2011) also reported that the grade-school children with DS with richer home literacy environments indicated more interest in reading than pre-school age children with DS with poorer home literacy environments. The present study was consistent with both Lyytinen et al, (1998) and Ricci's (2011), findings that the home literacy environment is significantly correlated with parent reports of the child's motivation to read. Although not directly tested, rich home literacy environments when the child is very young may lead to increases in the child's motivation to read.…”

Section: Parent Surveymentioning

confidence: 88%

“…This exposure to, and experience of, reading when young could then contribute to later reading achievement. In her study, Ricci (2011) reported that the grade-school children with DS and the TD group (who had richer home literacy environments) indicated more interest in reading than pre-school age children with DS. No other studies have examined motivation to read within a DS sample, and no studies have linked motivation to read with word identification, phonological recoding or orthographic knowledge in DS.…”

Section: Predictors Of Reading Developmentmentioning

confidence: 96%

“…A few studies have examined the home-literacy environment in DS (Al Otaiba, Lewis, Whalon, Dyrlund, & McKenzie, 2009;Fitzgerald, Roberts, Pierce, & Schuele, 1995;Ricci, 2011), but only one included a TD control group (Ricci, 2011). Results from Ricci's study suggest that grade-school age children with DS (8-13 years) and TD pre-school age children (3)(4)(5) years) were exposed to more rich home literacy environments than pre-school age children with DS (3-6 years).…”

Section: Predictors Of Reading Developmentmentioning

confidence: 99%

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Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall

Conners

2016

American Journal on Intellectual and Developmental Disabilities

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The primary purpose of the present study was to examine orthographic knowledge in a sample of individuals with Down syndrome (DS) in comparison to typically developing (TD) children matched on word identification ability. Phonological recoding was also compared across groups. A secondary purpose of the study was to estimate literacy rates in DS using parent reports. Results of the parent study revealed that most individuals with DS over the age of 5 years can read words. Results of the child study revealed that individuals with DS performed worse than TD controls on a measure of phonological recoding, but similarly on two measures of orthographic knowledge. Interestingly, the group with DS performed worse on a third measure of orthographic knowledge. The first two orthographic tasks both included real words as stimuli; the third orthographic task used letter patterns, but did not include real words. These results suggest that individuals with DS may have a relative strength in word-specific orthographic knowledge but not in general orthographic knowledge.iii DEDICATION This dissertation is dedicated to mothers. To the mothers of my participants, who never stop believing in or fighting for their children, I am continually amazed and touched by your dedication and love. To my own mother, who is my rock and inspiration, thank you for telling me I could do anything I set my mind to, for believing it, and for helping me believe it. My success is your success. Love you.iv

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Section: Parent Surveysupporting

confidence: 66%

Section: Parent Surveymentioning

confidence: 88%

Section: Predictors Of Reading Developmentmentioning

confidence: 96%

Section: Predictors Of Reading Developmentmentioning

confidence: 99%

See 2 more Smart Citations

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Loveall

Conners

2016

American Journal on Intellectual and Developmental Disabilities

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“…Second, according to a parent survey by Trenholm and Mirenda (2006), parents of children with DS do not often ask higherlevel questions, including inferential ones; while the majority reported reading books to their children, only a quarter asked their child questions about what might happen next, or why something happened. Additionally, Ricci (2011) examined the relationship between parents' book reading practices and the language of their children with DS. They found that the type of questions parents asked during book reading correlated with children's reading comprehension and receptive vocabulary.…”

Section: Causal Relationships and Inferencing: Summary And Implicationsmentioning

confidence: 99%

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

Segal

Pesco

2015

J Dev Phys Disabil

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Given the role that narratives play in organizing experience, as well as their contribution to social interaction and literacy development, children's narrative skills have received considerable research attention. This paper provides a comprehensive review and thematic analysis of 30 studies conducted over the last three decades on the narrative skills of children and adolescents with Down syndrome. Themes include the global structure of their narratives, narrative comprehension, and use of vocabulary and grammar. The review demonstrates that youth with Down syndrome have basic narrative skills, generally consistent with individuals of the same mental age or language ability, suggesting a delayed rather than an atypical pattern of development. The narrative profile emerging from the review indicates several ways narratives may be facilitated in children and adolescents with Down syndrome. These include a greater focus on personal narratives accompanied by the use of visual supports. The review revealed very few intervention studies, suggesting an important direction for future research.Oral narratives have often been described as a primary and universal way that people organize and make sense of their experience (Polkinghorne 1988; Wells 1986). Indeed, narratives or 'stories' of past, future, or imagined events are ubiquitous in our daily lives; they are present in conversations, ceremonies, books, television, and play, ranging from early pretend to video games. Thus, the ability to understand and tell stories has an important role in social and communicative functioning. Moreover, given that stories are often read aloud by educators in early childhood settings and expected to J Dev Phys Disabil

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“Just Bring Me Some Books to Read”: Exploring Parental Literacy Narratives Within the Dis/ability Community

Berglund¹

2021

J Adolescent & Adult Lit

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Parents of individuals with dis/abilities often grapple with their child’s dis/ability, as parents mediate their own experiences surrounding dis/ability. This research specifically investigates the literacy narratives in which parents reveal the literacy tools and practices they engaged with and in to aid in forming their own conceptions of dis/ability. Through narrative inquiry, three interviews with parents of children with dis/abilities were analyzed using postconventional perspectives of dis/ability to highlight the destabilization and multifaceted nature of dis/ability and the dis/ability experience. Findings drawn from parents’ literacy narratives suggest that parents have literacy experiences that stretch well beyond themselves and their immediate families and into the larger dis/ability community. Implications show that more pedagogical and communal resources are needed to support parents within the dis/ability community, as they search for ways to connect with others for emotional and educational purposes.

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Home literacy environments, interest in reading and emergent literacy skills of children with Down syndrome versus typical children

Cited by 40 publications

References 39 publications

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Reading Skills in Down Syndrome: An Examination of Orthographic Knowledge

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

“Just Bring Me Some Books to Read”: Exploring Parental Literacy Narratives Within the Dis/ability Community

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