Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-Based Survey

Autor/inn/en	Al Otaiba, Stephanie; Lewis, Sandra; Whalon, Kelly; Dyrlund, Allison; McKenzie, Amy R.
Titel	Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-Based Survey
Quelle	In: Remedial and Special Education, 30 (2009) 2, S.96-107 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508315050
Schlagwörter	Down Syndrome; Disabilities; Young Children; Emergent Literacy; Internet; Family Environment; Surveys; Parent Child Relationship; Story Reading; Alphabets; Games; Computers; Instructional Materials + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Handicap; Behinderung; Frühe Kindheit; Frühleseunterricht; Familienmilieu; Survey; Umfrage; Befragung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Buchstabenschrift; Game; Spiel; Spiele; Digitalrechner; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	Early home literacy experiences, including parent--child book reading, account for a significant amount of children's later reading achievement. Yet there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a Web-based survey of home literacy environments of young children with Down syndrome. Respondents (n = 107) were mostly mothers; a majority were well educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. More than 70% of respondents had 50 or more children's books and also had literacy materials including flash cards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10 to 30 min per day. Respondents reported that their children had reached many important early literacy milestones, and they also described having relatively ambitious lifelong literacy goals for their children. Important implications for research and practice are discussed. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10