The Effect of Prompts on the Shared Reading Interactions of Parents and Children with Down Syndrome

Autor/inn/en	Burgoyne, Kelly; Cain, Kate
Titel	The Effect of Prompts on the Shared Reading Interactions of Parents and Children with Down Syndrome
Quelle	In: International Journal of Disability, Development and Education, 69 (2022) 4, S.1327-1341 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burgoyne, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1755423
Schlagwörter	Down Syndrome; Students with Disabilities; Reading Strategies; Interaction; Parent Child Relationship; Books; Cues; Language Acquisition; Program Effectiveness; Young Children; Foreign Countries; Story Reading; Parent Attitudes; United Kingdom (Manchester) + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading strategy; Leselernstufe; Lesetechnik; Interaktion; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Book; Buch; Monographie; Monografie; Stichwort; Sprachaneignung; Spracherwerb; Frühe Kindheit; Ausland; Elternverhalten
Abstract	This study examined the effect of prompts on the shared reading interactions of parents and young children with Down syndrome. Eight parents and their children with Down syndrome (aged 4 years, 7 months to 6 years, 9 months) were recorded reading two books together, one of which included 12 question prompts which parents were instructed to ask their child during reading. Though there was considerable variability, parents and children engaged in significantly more extra-textual talk when reading books with embedded prompts than during typical reading. In addition, children showed greater participation and produced significantly more words and a greater range of words, when reading books with embedded prompts. Prompts had no effect on the complexity of child language. Embedded prompts significantly enhanced the interactions that occurred between parents and young children with Down syndrome during shared book reading and created more opportunities for parents to support their child's language development. Though further studies are needed, the findings reported here have potentially important implications for the development of shared reading interventions to support language development in young children with Down syndrome. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01