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The Home-Literacy Environment, Share...

Dulin, Madison Savoy.

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The Home-Literacy Environment, Shared Storybook Reading, and Pre-Linguistic Development in Young Children with Down Syndrome.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Home-Literacy Environment, Shared Storybook Reading, and Pre-Linguistic Development in Young Children with Down Syndrome./
Author:	Dulin, Madison Savoy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	68 p.
Notes:	Source: Masters Abstracts International, Volume: 82-04.
Contained By:	Masters Abstracts International82-04.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27961768
ISBN:	9798678131515

The Home-Literacy Environment, Shared Storybook Reading, and Pre-Linguistic Development in Young Children with Down Syndrome.
Dulin, Madison Savoy.

The Home-Literacy Environment, Shared Storybook Reading, and Pre-Linguistic Development in Young Children with Down Syndrome. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 68 p.

Source: Masters Abstracts International, Volume: 82-04.

Thesis (M.S.)--The University of Mississippi, 2020.

This item must not be sold to any third party vendors.

Individuals with Down syndrome (DS) have significant delays in speech and language development relative to typically developing (TD) children. Research suggests that providing preschool-aged TD children with rich home-literacy environments (HLEs), including shared mother-child storybook reading, has a large impact on pre-literacy skills and early language development (e.g., Bus et al., 1995; Whitehurst et al., 1994). However, only a few studies have described the HLE between young children with DS and their mothers (i.e. Al Otaiba et al., 2009; Fitzgerald et al., 1995; Ricci, 2011; Trenholm & Mirenda, 2006). Despite well-documented delays in literacy and language development in this population, there has been little research examining if, and how, the HLE might impact these outcomes. The current study is part of a larger study examining predictors of first words in DS using a within-groups, longitudinal design. The purpose of the current study was to describe the HLEs of infants and toddlers with DS and to examine its relationship with early language abilities. Participants were young children with DS, between the ages of 11-29 months at Time 1 (n = 13), and their mothers. At Time 1, mothers were asked to fill out an HLE questionnaire and the MacArthur-Bates Communicative Development Inventories (CDI) and to complete a shared storybook reading task (i.e., reading a book with their child while he/she is wearing a LENA Recorder DLP); infants and toddlers completed the Mullen Scales of Early Learning (MSEL). At Time 2 (n = 9), the MSEL and CDI were completed again. In the current study, we found that mothers were providing their infants and toddlers with DS rich HLEs. During a mother-child shared storybook reading task, mothers were using interactive reading behaviors. Child engagement emerged as a strong predictor of word learning, at both Time 1 and Time 2. These results suggest that clinicians working in early intervention settings should teach families of infants and toddlers with DS practical ways to embed literacy-related activities into their child's everyday experiences as well as how to promote child engagement in shared storybook reading activities.

ISBN: 9798678131515Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Down syndrome

The Home-Literacy Environment, Shared Storybook Reading, and Pre-Linguistic Development in Young Children with Down Syndrome.
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520 $a Individuals with Down syndrome (DS) have significant delays in speech and language development relative to typically developing (TD) children. Research suggests that providing preschool-aged TD children with rich home-literacy environments (HLEs), including shared mother-child storybook reading, has a large impact on pre-literacy skills and early language development (e.g., Bus et al., 1995; Whitehurst et al., 1994). However, only a few studies have described the HLE between young children with DS and their mothers (i.e. Al Otaiba et al., 2009; Fitzgerald et al., 1995; Ricci, 2011; Trenholm & Mirenda, 2006). Despite well-documented delays in literacy and language development in this population, there has been little research examining if, and how, the HLE might impact these outcomes. The current study is part of a larger study examining predictors of first words in DS using a within-groups, longitudinal design. The purpose of the current study was to describe the HLEs of infants and toddlers with DS and to examine its relationship with early language abilities. Participants were young children with DS, between the ages of 11-29 months at Time 1 (n = 13), and their mothers. At Time 1, mothers were asked to fill out an HLE questionnaire and the MacArthur-Bates Communicative Development Inventories (CDI) and to complete a shared storybook reading task (i.e., reading a book with their child while he/she is wearing a LENA Recorder DLP); infants and toddlers completed the Mullen Scales of Early Learning (MSEL). At Time 2 (n = 9), the MSEL and CDI were completed again. In the current study, we found that mothers were providing their infants and toddlers with DS rich HLEs. During a mother-child shared storybook reading task, mothers were using interactive reading behaviors. Child engagement emerged as a strong predictor of word learning, at both Time 1 and Time 2. These results suggest that clinicians working in early intervention settings should teach families of infants and toddlers with DS practical ways to embed literacy-related activities into their child's everyday experiences as well as how to promote child engagement in shared storybook reading activities.
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