The Effect of Prompts on the Shared Reading Interactions of Parents and Children with Down Syndrome
The Effect of Prompts on the Shared Reading Interactions of Parents and Children with Down Syndrome
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DOI：
10.1080/1034912x.2020.1755423
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发表时间：
2020-04-20
影响因子：
1.1
通讯作者：
Cain, Kate
中科院分区：
文献类型：
--
作者：
Burgoyne, Kelly;Cain, Kate
本研究探讨了提示对唐氏综合征患儿和父母之间的阅读互动的影响。八名父母和他们的唐氏综合症儿童（年龄4岁，7个月至6岁，9个月）一起阅读两本书，其中一本书包括12个问题提示，父母被指示在阅读过程中问他们的孩子。虽然有相当大的变化，父母和孩子从事显着更多的文本外谈话时，阅读书籍嵌入提示比在典型的阅读。此外，当孩子们阅读带有嵌入式提示的书籍时，他们表现出更大的参与度，并产生了更多的单词和更大的单词范围。但这对儿童语言的复杂性没有影响。嵌入式提示显着增强了父母和唐氏综合症幼儿之间的互动，在共享的书籍阅读，并为父母创造更多的机会，以支持他们的孩子的语言发展。虽然还需要进一步的研究，但本文报道的研究结果对开发共享阅读干预措施以支持唐氏综合征幼儿的语言发展具有潜在的重要意义。
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.