Visions for literacy: parents’ aspirations for reading in children with <scp>D</scp>own syndrome

Ricci, Leila A.; Osipova, Anna V.

doi:10.1111/j.1467-8578.2012.00547.x

Cited by 13 publications

(14 citation statements)

References 24 publications

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“…Parents report deliberately choosing books to engage their child’s interest and to teach concepts, words, and other skills [48]. While levels of interest and enjoyment are reportedly high, children with Down syndrome also experience difficulties with attention and take a relatively passive role during shared book reading [40, 49]. These difficulties may result in shorter reading sessions, abbreviated story text, and potentially more directiveness in parent language and reading behaviours [40, 48, 53, 54].…”

Section: Introductionmentioning

confidence: 99%

“…While levels of interest and enjoyment are reportedly high, children with Down syndrome also experience difficulties with attention and take a relatively passive role during shared book reading [40, 49]. These difficulties may result in shorter reading sessions, abbreviated story text, and potentially more directiveness in parent language and reading behaviours [40, 48, 53, 54]. As well as reading to their children, a proportion of parents reported teaching their child letter names and sounds, sight words, and drawing attention to environmental print [46, 48, 49, 55].…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

“…Although clearly significant for language and literacy development, parents also identify the relational aspect of this important and authentic family behaviour, suggesting shared book reading is valued for its social communication opportunities as well [40, 46, 49]. Parents of children with Down syndrome read to their children at an age and frequency comparable to that described for families of children with typical development [50, 51], with the majority reading to their children by age 1 year and sharing stories several times per week [40, 46, 49]. The home literacy environments of children with Down syndrome are also comparable to those of families with typically developing children with respect to the number of books in homes, indicating a dedication of resources to literacy development, although as with the wider population, a wide range and socioeconomic status (SES) differences are also reported [46, 48, 49, 51, 52].…”

Section: Introductionmentioning

confidence: 99%

“…There is the contemporary expectation that many children with Down syndrome will become successful readers [40-42], with literacy activities for preschoolers with Down syndrome and the home literacy environment increasingly recognised as valuable [17, 43-46]. A number of researchers have investigated the home literacy environment of children with Down syndrome, and characteristics of this environment, as well as similarities with and differences from control or comparison groups, have been reported [41, 46-48].…”

Section: Introductionmentioning

confidence: 99%

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The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Westerveld

Bysterveldt

2017

Folia Phoniatr Logop

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Aims: This exploratory study investigated if there were differences in the home literacy environment of preschool children on the autism spectrum and preschool children with Down syndrome to determine if the home literacy environment may potentially be associated with strengths or weaknesses in children’s social communication skills. Methods: A total of 111 parents of preschoolers with identified disabilities completed a home literacy questionnaire. Results: Results indicated that both groups of parents started reading to their children at an early age and owned at least 25 children’s books. However, parents of children with Down syndrome read to their child more often, reported higher child interest in reading, and more frequently played rhyming games with their child. No group differences were found in teaching of letter names, although parents of children with autism reported a higher frequency of pointing out signs/words in the environment and reported their children knew more letter names. Group differences were also found in the relationship between parent behaviours, child interest, and children’s print-related skills. Conclusion: This study highlights the influence both parent behaviours and child interest may have on shared book reading practices of parents with their preschool children with disabilities.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Westerveld

Bysterveldt

2017

Folia Phoniatr Logop

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Gestural interaction and reading skills: a case study of people with Down syndrome

Torres-Carrión

González-González

Bravo

et al. 2021

Univ Access Inf Soc

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People with Down syndrome present cognitive difficulties that affect their reading skills. In this study, we present results about using gestural interaction with the Kinect sensor to improve the reading skills of students with Down syndrome. We found improvements in the visual association, visual comprehension, sequential memory, and visual integration after this stimulation in the experimental group compared to the control group. We also found that the number of errors and delay time in the interaction decreased between sessions in the experimental group.

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Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review

Biggs,

Arserio,

Robison

et al. 2023

J Speech Lang Hear Res

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Purpose: The aim of this scoping review was to map the research literature published in English and in peer-reviewed journals related to the home literacy environment of children and youth aged 3–21 years with intellectual and developmental disabilities (IDD) who have significant support needs, including children with complex communication needs. Method: A systematic search was conducted in four databases, along with forward and backward searching. The search yielded 60 studies, which included intervention and nonintervention studies. Data were charted related to participant characteristics, study focus, intervention components, study design and methodological rigor, and study results. Results: Findings provided insight into multiple dimensions of the home literacy environment for children with IDD, including the nature of parent views, practices, and interaction styles during shared reading. Findings also revealed gaps in the literature, specifically related to (a) limited representation of subgroups of children and youth with IDD, (b) limited representation of diverse families and caregivers, and (c) concerns about methodological quality. Conclusion: This review identifies important directions for future research and suggests ways to improve the design and delivery of home literacy interventions for children and youth with IDD and their families, including through family-centered and culturally responsive models. Supplemental Material: https://doi.org/10.23641/asha.22704817

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Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Cited by 13 publications

References 24 publications

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Gestural interaction and reading skills: a case study of people with Down syndrome

Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review

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