Shared Book Reading Behaviours of Children with Down Syndrome before and after Participation in the Multilit Reading Tutor Program: An Exploratory Study

Autor/inn/en	Lim, Lisa; Arciuli, Joanne; Munro, Natalie
Titel	Shared Book Reading Behaviours of Children with Down Syndrome before and after Participation in the Multilit Reading Tutor Program: An Exploratory Study
Quelle	In: Australian Journal of Learning Difficulties, 23 (2018) 1, S.31-51 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Lisa) ORCID (Arciuli, Joanne) ORCID (Munro, Natalie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2017.1367948
Schlagwörter	Reading Comprehension; Down Syndrome; Reading Programs; Tutoring; Tutorial Programs; Foreign Countries; Comparative Analysis; Early Adolescents; Early Intervention; Student Participation; Case Studies; Reading Fluency; Story Reading; Adjustment (to Environment); Behavior Rating Scales; Achievement Tests; Reading Skills; Literacy Education; Intelligence Tests; Reading Ability; Reading Habits; Statistical Analysis; Australia; Vineland Adaptive Behavior Scales; Wide Range Achievement Test; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Leseverstehen; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Ausland; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Case study; Fallstudie; Case Study; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading skill; Lesefertigkeit; Intelligence test; Intelligenztest; Reading competence; Lesekompetenz; Reading habit; Lesegewohnheit; Statistische Analyse; Australien
Abstract	This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week period. Analysis of the average performance across the group revealed that the proportion of reading errors relative to the number of words read from preintervention to postintervention were significantly reduced. Significant improvement was also seen in shared book reading fluency following intervention. Individual case study data is also presented. Postintervention, reading errors per minute were reduced for two participants (P4 and P5). Reading dysfluencies per minute decreased for two participants (P1 and P5) while all participants improved in shared book reading fluency. Preliminary results suggest that children with DS can generalise skills taught in the MultiLit Reading Tutor Program to shared book reading, although variability regarding changes in literacy abilities postintervention was observed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01