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Mexican mothers' beliefs: Language ...

Kummerer-Dunn, Sharon.

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Mexican mothers' beliefs: Language and literacy development in children with communication disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mexican mothers' beliefs: Language and literacy development in children with communication disabilities./
作者:	Kummerer-Dunn, Sharon.
面頁冊數:	298 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1715.
Contained By:	Dissertation Abstracts International66-05A.
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3174193
ISBN:	0542121255

Mexican mothers' beliefs: Language and literacy development in children with communication disabilities.
Kummerer-Dunn, Sharon.

Mexican mothers' beliefs: Language and literacy development in children with communication disabilities. - 298 p.

Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1715.

Thesis (Ph.D.)--University of Illinois at Chicago, 2005.

The purpose of this study was to explore the role of maternal perceptions and interaction patterns in the construction of collaborative early language and literacy opportunities for Mexican-American children with communication disabilities. Participants were 14 Mexican immigrant mothers and their children (1.5--3.11 years), who were receiving center-based services from an Early Childhood Intervention program, located in the Midwestern United States. The majority of children exhibited expressive language delay as their primary diagnosis. Additional and/or concomitant diagnoses included receptive language delay, articulation, phonological disorder, developmental verbal apraxia, and/or hearing loss.

ISBN: 0542121255Subjects--Topical Terms:

606639
Education, Special.

Mexican mothers' beliefs: Language and literacy development in children with communication disabilities.
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500 $a Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1715.
500 $a Chair: Norma Lopez-Reyna.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2005.
520 $a The purpose of this study was to explore the role of maternal perceptions and interaction patterns in the construction of collaborative early language and literacy opportunities for Mexican-American children with communication disabilities. Participants were 14 Mexican immigrant mothers and their children (1.5--3.11 years), who were receiving center-based services from an Early Childhood Intervention program, located in the Midwestern United States. The majority of children exhibited expressive language delay as their primary diagnosis. Additional and/or concomitant diagnoses included receptive language delay, articulation, phonological disorder, developmental verbal apraxia, and/or hearing loss.
520 $a Participant interviews comprised the primary source of data. Interview questions addressed mothers' beliefs about language and literacy development, perceptions of their children's language and literacy abilities, and thoughts concerning speech-language intervention and therapy activities. Secondary sources of data included children's therapy files, mother-child observations, and parent language-literacy journals. Following the refinement of grounded theory through the analysis of mother interviews, case studies were additionally presented to advance understanding of these grounded theories and illustrate how research concerns were manifest within individual cases.
520 $a The majority of mothers acknowledged that their children exhibited some type of communication delay. Causal attributions of children's delay were either medical in nature (i.e., ear infections, seizures, cerebral palsy, deviation of oral musculature) or due to familial factors (i.e., lack of extended family, fighting among cousins, family history). As participants recognized gradual improvements in speech and/or language functioning, they no longer perceived their children's communication as delayed. In contrast to noticeable concern for expressive language and/or speech intelligibility, mothers seemed much less concerned about their children's emergent literacy abilities. To promote culturally responsive intervention, participants recommended that professionals speak Spanish, improve communication, and encourage parental practice of therapy techniques. Results of this study are intended to inform future research that focuses on language intervention with children from Mexican immigrant families.
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