Reading behaviors of mothers and their children with language impairment during repeated storybook reading.
This study examined the reading behaviors of five mothers and their preschool children with language impairment across three storybook readings. All mothers read the text, with four of the five mothers pointing to the pictures and asking questions to elicit nonverbal or minimal verbal responses. Four of the five children pointed to, answered questions about, and labeled and commented on the pictures. Two of the five children followed the action in the story. Three of the five dyads increased reading behaviors and reading time across the three readings. However, the quality and quantity of reading behaviors differed from typical parent-child dyads.
Crowe
L K
LK
Communication Sciences and Disorders Program, School of Family Studies and Human Services, Kansas State University, Manhattan 66506-1403, USA. lcrowe@ksu.edu
D002675:Child, Preschool; D005260:Female; D006801:Humans; D007223:Infant; D007805:Language Development Disorders / Q000628:therapy*; D008297:Male; D008425:Maternal Behavior; D009034:Mother-Child Relations; D011932:Reading; D013065:Speech Intelligibility; D014706:Verbal Learning