title: Home Literacy Environments of Young Children with Down Syndrome: Findings from a Web-based Survey.
abstract: Early home literacy experiences, including parent-child book reading, account for a significant amount of childrens' later reading achievement. Yet, there is a very limited research base about the home literacy environments and experiences of children with cognitive disabilities. The purpose of this study is to describe findings from a web-based survey of home literacy environments of young children with Down syndrome. Respondents (n= 107) were mostly mothers; a majority were well-educated. Findings suggest that respondents gave literacy a higher priority than reported in prior research on children with disabilities. Over 70% of respondents had 50 or more childrens' books and also had literacy materials including flashcards, magnetic letters, and educational videos or computer games. Most parents read to their children and used these literacy materials 10-30 minutes per day. Respondents reported that their children had reached many important early literacy milestones and they also described having relatively ambitious life-long literacy goals for their children. Important implications for research and practice are discussed.
authors.affiliation: Florida Center for Reading Research at Florida State University.
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
authors.affiliation: Florida State University.
authors.forename: Sandra
authors.initials: S
authors.lastname: Lewis
authors.affiliation: The College of William and Mary.
authors.forename: Kelly
authors.initials: K
authors.lastname: Whalon
authors.affiliation: Florida State University.
authors.forename: Alison
authors.initials: A
authors.lastname: Dyrlund
authors.affiliation: Florida State University.
authors.forename: Amy
authors.initials: A
authors.lastname: McKenzie
keywords: exceptionalities; families/parents; family/parental involvement; home literacy environment; mental retardation