Shared reading practices between parents and young children with Down syndrome in Ireland
Shared reading practices between parents and young children with Down syndrome in Ireland
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DOI：
10.1080/03323315.2020.1729836
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发表时间：
2020-02-19
影响因子：
1.7
通讯作者：
Heinz, Manuela
中科院分区：
文献类型：
--
作者：
Lusby, Sinead;Heinz, Manuela
共享阅读是家庭读写环境的一个重要组成部分，在培养新兴读写技能方面具有充分的潜力。本研究探讨了爱尔兰父母与患有唐氏综合症的幼儿（1至6岁）之间的共同阅读互动。191名父母完成了一份在线问卷，提供了他们与孩子共同阅读的实践、经历和观点的定量和定性数据。研究结果表明，大多数家长让孩子定期参与共享阅读，并在孩子很小的时候就开始共享阅读。社交/情感因素和乐趣，其次是语言和语言的发展，是促使父母让孩子参与共享阅读的主要因素。有证据表明，父母在共同阅读期间使用口头语言和印刷品参考策略。但是，有可能更多地使用更广泛的战略。许多家长还描述了影响参与共享阅读的挑战。大多数参与调查的家长表示，他们欢迎有关与孩子分享阅读的额外指导。建议实施一项家长教育计划，为患有唐氏综合症的幼儿的父母提供关于共同阅读的建议和指导。
Shared reading, a key component of the home literacy environment, has well documented potential for the development of emergent literacy skills. This study explored shared reading interactions between parents and their young children (aged one to six years) with Down syndrome in Ireland. 191 parents completed an online questionnaire, providing quantitative and qualitative data on their practices, experiences and views in relation to shared reading with their children. Findings indicate that the majority of parents engage their children in shared reading regularly and commence shared reading at an early age. Social/emotional factors and enjoyment, followed by speech and language development, were the primary factors motivating parents to engage their children in shared reading. There was evidence of parental use of oral language and print referencing strategies during shared reading. There was, however, potential for greater use of a wider range of strategies. Many parents also described challenges which affect engagement in shared reading. The majority of participating parents indicated that they would welcome additional guidance in relation to shared reading with their children. It is recommended that a parental education programme, providing parents of young children with Down syndrome with advice and guidance on shared reading be implemented.