Tags

Type your tag names separated by a space and hit enter

Parental perceptions and practices of emergent literacy development in young children with Down syndrome: the development of intervention guidelines.
S Afr J Commun Disord. 2008; 55:37-48.SA

Abstract

Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided.

Authors+Show Affiliations

Clinic for High Risk Babies (CHRIB) Centre, University of Pretoria, South Africa.No affiliation info available

Pub Type(s)

Journal Article

Language

eng

PubMed ID

19485068

Citation

van Heerden, Cherié, and Alta Kritzinger. "Parental Perceptions and Practices of Emergent Literacy Development in Young Children With Down Syndrome: the Development of Intervention Guidelines." The South African Journal of Communication Disorders = Die Suid-Afrikaanse Tydskrif Vir Kommunikasieafwykings, vol. 55, 2008, pp. 37-48.
van Heerden C, Kritzinger A. Parental perceptions and practices of emergent literacy development in young children with Down syndrome: the development of intervention guidelines. S Afr J Commun Disord. 2008;55:37-48.
van Heerden, C., & Kritzinger, A. (2008). Parental perceptions and practices of emergent literacy development in young children with Down syndrome: the development of intervention guidelines. The South African Journal of Communication Disorders = Die Suid-Afrikaanse Tydskrif Vir Kommunikasieafwykings, 55, 37-48.
van Heerden C, Kritzinger A. Parental Perceptions and Practices of Emergent Literacy Development in Young Children With Down Syndrome: the Development of Intervention Guidelines. S Afr J Commun Disord. 2008;55:37-48. PubMed PMID: 19485068.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Parental perceptions and practices of emergent literacy development in young children with Down syndrome: the development of intervention guidelines. AU - van Heerden,Cherié, AU - Kritzinger,Alta, PY - 2009/6/3/entrez PY - 2008/1/1/pubmed PY - 2009/6/20/medline SP - 37 EP - 48 JF - The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings JO - S Afr J Commun Disord VL - 55 N2 - Key findings of emergent literacy research conclude that emergent literacy experiences correlate with later reading success and that emergent literacy intervention for children with special needs is essential. As a group with special needs, children with Down syndrome require emergent literacy intervention. They may attain functional literacy skills and their language development determines their reading ability. Speech-language therapists have an important role to play in emergent literacy programme development in South Africa. As a first step towards programme development and emergent literacy intervention goal selection, the aim of this study was to determine the applicability of a self-administered questionnaire to describe parental perceptions and practices regarding the emergent literacy development of their young children with Down syndrome. A quantitative research approach was used within a cross-sectional descriptive survey. Fifteen literate parents, with preschool children with Down syndrome aged between two and five years were selected as participants. Data were collected via email and/or facsimile. The results showed that all participants valued emergent literacy development. They appeared to have knowledge about book-reading but not about the broad spectrum of emergent literacy experiences to which they might expose their children. Participants were actively promoting emergent literacy development of their children, but they had certain needs that could potentially be addressed by speech-language therapists working in early communication intervention. The questionnaire proved to be applicable, but changes are required for application with illiterate parents and those with low literacy skills. Based on the results a framework with guidelines for emergent literacy goal selection is provided. SN - 0379-8046 UR - https://www.unboundmedicine.com/medline/citation/19485068/Parental_perceptions_and_practices_of_emergent_literacy_development_in_young_children_with_Down_syndrome:_the_development_of_intervention_guidelines_ L2 - http://www.diseaseinfosearch.org/result/7590 DB - PRIME DP - Unbound Medicine ER -