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| Auteurs principaux: | , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2006
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ839168 |
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| _version_ | 1867181897022439424 |
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| author | Trenholm, Brian Mirenda, Pat |
| author_facet | Trenholm, Brian Mirenda, Pat Trenholm, Brian Mirenda, Pat |
| collection | Education Resources Information Center |
| contents | Home and Community Literacy Experiences of Individuals with Down Syndrome Trenholm, Brian Mirenda, Pat Caregivers Down Syndrome Foreign Countries Literacy Education Children Adolescents Adults Literacy Barriers Reading Skills Story Reading Parent Role Teacher Role Writing Skills Communication Skills Gender Differences Interpersonal Competence Daily Living Skills Reading Instruction Writing Instruction Recreational Reading This exploratory survey was conducted to gain a detailed understanding of the home and community literacy experiences of children, adolescents and adults with Down syndrome. The data were collected from 224 parents/guardians across Canada who were asked to indicate literacy goals and priorities for their children with Down syndrome, the literacy resources they and their children utilised at home and in the community, perceived barriers to their children's literacy attainment, and solutions for alleviating the barriers. The results were analysed according to age when appropriate, in order to better understand the course of literacy development. Overall, the number of respondents who indicated their children with Down syndrome could read and write appeared to be consistent with previously published estimates, including the number reporting advanced reading levels. The wide range of reading and writing materials observed in use at home appeared to be greater than the range of materials actually used by children with Down syndrome. Relatively few of the parents who read storybooks to their children reported asking higher-level questions, suggesting that some parents might benefit from support in this activity. Many respondents reported using the library, and many expressed concerns about the quality and scarcity of literacy programs. The results are discussed with regard to their implications for how parents, caregivers, teachers, and program providers can encourage literacy development in persons with Down syndrome, and suggestions for future research. (Contains 6 tables.) |
| format | Recurso educativo Open Access |
| id | eric_EJ839168 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2006 |
| record_format | eric |
| spellingShingle | Home and Community Literacy Experiences of Individuals with Down Syndrome Trenholm, Brian Mirenda, Pat Caregivers Down Syndrome Foreign Countries Literacy Education Children Adolescents Adults Literacy Barriers Reading Skills Story Reading Parent Role Teacher Role Writing Skills Communication Skills Gender Differences Interpersonal Competence Daily Living Skills Reading Instruction Writing Instruction Recreational Reading Home and Community Literacy Experiences of Individuals with Down Syndrome Trenholm, Brian Mirenda, Pat Caregivers Down Syndrome Foreign Countries Literacy Education Children Adolescents Adults Literacy Barriers Reading Skills Story Reading Parent Role Teacher Role Writing Skills Communication Skills Gender Differences Interpersonal Competence Daily Living Skills Reading Instruction Writing Instruction Recreational Reading This exploratory survey was conducted to gain a detailed understanding of the home and community literacy experiences of children, adolescents and adults with Down syndrome. The data were collected from 224 parents/guardians across Canada who were asked to indicate literacy goals and priorities for their children with Down syndrome, the literacy resources they and their children utilised at home and in the community, perceived barriers to their children's literacy attainment, and solutions for alleviating the barriers. The results were analysed according to age when appropriate, in order to better understand the course of literacy development. Overall, the number of respondents who indicated their children with Down syndrome could read and write appeared to be consistent with previously published estimates, including the number reporting advanced reading levels. The wide range of reading and writing materials observed in use at home appeared to be greater than the range of materials actually used by children with Down syndrome. Relatively few of the parents who read storybooks to their children reported asking higher-level questions, suggesting that some parents might benefit from support in this activity. Many respondents reported using the library, and many expressed concerns about the quality and scarcity of literacy programs. The results are discussed with regard to their implications for how parents, caregivers, teachers, and program providers can encourage literacy development in persons with Down syndrome, and suggestions for future research. (Contains 6 tables.) |
| title | Home and Community Literacy Experiences of Individuals with Down Syndrome |
| topic | Caregivers Down Syndrome Foreign Countries Literacy Education Children Adolescents Adults Literacy Barriers Reading Skills Story Reading Parent Role Teacher Role Writing Skills Communication Skills Gender Differences Interpersonal Competence Daily Living Skills Reading Instruction Writing Instruction Recreational Reading |
| url | https://eric.ed.gov/?id=EJ839168 |