Home-literacy environments and language development in toddlers with Down syndrome.
Home-literacy environments and language development in toddlers with Down syndrome.
复制标题
唐氏综合症的幼儿的家庭文学环境和语言发展。
DOI：
10.3389/fpsyg.2023.1143369
复制
发表时间：
2023
影响因子：
3.8
通讯作者：
Mattie, Laura J.
中科院分区：
文献类型：
--
作者：
Dulin, Madison S.;Loveall, Susan J.;Mattie, Laura J.
关键词：
本研究旨在（1）描述唐氏综合征（DS）幼儿的家庭识字环境（HLE）特征和（2）检查HLE的丰富性、儿童在共享故事书阅读活动中的参与、幼儿与儿童共享故事书阅读活动的质量以及在家庭环境中接触语言是否同时（时间1）和6个月后（时间2）预测儿童的接受性词汇。参与者是患有DS的幼儿（时间1时n = 13，11-29月龄;时间2时n = 10）及其母亲。母亲完成了家庭识字环境问卷在时间1，这是用来描述的HLE和计算两个复合变量：丰富的HLE和儿童参与共享的故事书阅读。同样在时间1，使用来自LENA记录器DLP©的成人单词计数测量家庭语言环境。LENA还用于在儿童家中使用书《亲爱的动物园》来音频记录和捕获儿童故事书阅读任务的质量。在这两个时间点，母亲完成了MacArthur-Bates沟通发展量表，理解的单词数量变量被用来衡量接受性词汇。结果表明，患有DS的幼儿经历了丰富的HLE和互动分享的故事书阅读遇到他们的母亲。多元线性回归分析显示，儿童参与和家庭语言环境与幼儿的同时和后来的接受性词汇相关，而丰富的HLE和共享的故事书阅读任务出现作为中度预测接受性词汇6个月后。
The present study aimed to (1) characterize the home-literacy environments (HLE) of toddlers with Down syndrome (DS) and (2) examine if richness of the HLE, child engagement during shared storybook reading activities, quality of a caregiver-child shared storybook reading activity, and exposure to language in the home environment predicted child receptive vocabulary concurrently (Time 1) and 6 months later (Time 2). Participants were toddlers with DS (n = 13 at Time 1, 11–29 months of age; n = 10 at Time 2) and their mothers. Mothers completed a Home Literacy Environment Questionnaire at Time 1, which was used to characterize the HLE and to calculate two composite variables: richness of the HLE and child engagement in shared storybook reading. Also at Time 1, the home language environment was measured using adult word count from the LENA Recorder DLP©. The LENA was also used to audio-record and capture the quality of a caregiver-child storybook reading task in the child’s home using the book Dear Zoo. At both time points, mothers completed the MacArthur-Bates Communicative Development Inventories, and the number of words understood variable was used to measure receptive vocabulary. Results indicated that toddlers with DS experience rich HLEs and interactive shared storybook reading encounters with their mothers. A multiple linear regression revealed that child engagement and the home language environment correlated with both toddlers’ concurrent and later receptive vocabularies, while the richness of the HLE and the shared storybook reading task emerged as moderate predictors of receptive vocabulary 6 months later.
登录
查看更多内容
影响因子：
2.2
作者：
Haden, CA;Reese, E;Fivush, R
通讯作者：
Fivush, R
影响因子：
11.2
作者：
BUS, AG;VAN IJZENDOORN, MH;PELLEGRINI, AD
通讯作者：
PELLEGRINI, AD
影响因子：
2.6
作者：
Heilmann, J;Weismer, SE;Hollar, C
通讯作者：
Hollar, C
影响因子：
1.7
作者：
Lusby, Sinead;Heinz, Manuela
通讯作者：
Heinz, Manuela
DOI：
10.1080/1034912x.2020.1755423
发表时间：
2020-04-20
影响因子：
1.1
作者：
Burgoyne, Kelly;Cain, Kate
通讯作者：
Cain, Kate