Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 19 April 2020, available online: https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1755423
Accepted author manuscript, 311 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The effect of prompts on the shared reading interactions of parents and children with Down syndrome
AU - Burgoyne, Kelly
AU - Cain, Kate
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Disability, Development and Education on 19 April 2020, available online: https://www.tandfonline.com/doi/full/10.1080/1034912X.2020.1755423
PY - 2022/8/31
Y1 - 2022/8/31
N2 - 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.
AB - 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.
KW - Down syndrome
KW - language development
KW - parent-child interactions
KW - shared reading
U2 - 10.1080/1034912X.2020.1755423
DO - 10.1080/1034912X.2020.1755423
M3 - Journal article
VL - 69
SP - 1327
EP - 1341
JO - International Journal of Disability, Development and Education
JF - International Journal of Disability, Development and Education
SN - 1034-912X
IS - 4
ER -