Assessing the Quantity and Quality of Language Used by Mothers and Fathers of Children with Down Syndrome During Shared Book Reading

被引：8

作者：

Hilvert, Elizabeth ^{[1
]}

Lorang, Emily ^{[1
,2
]}

Maltman, Nell ^{[1
]}

Sterling, Audra ^{[1
,2
]}

机构：

[1] Univ Wisconsin, Waisman Ctr, Madison, WI USA

[2] Univ Wisconsin, Dept Commun Sci & Disorders, Goodnight Hall,1975 Willow Dr, Madison, WI 53706 USA

来源：

JOURNAL OF CHILD LANGUAGE | 2023年 / 50卷 / 03期

关键词：

parent-child interactions; Down syndrome; shared book reading; language development; HOME LITERACY ENVIRONMENTS; MATERNAL INPUT; VOCABULARY; SKILLS; TALK;

D O I：

10.1017/S0305000922000046

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

Young children with Down syndrome (DS) have language delays beginning early in life. Book reading with parents provides a context for capitalizing on language learning opportunities. This study evaluated the quantity and quality of language input among mothers and fathers of young children with DS during book reading interactions and investigated associations with child language. Findings revealed that mothers were more talkative and used more descriptive language, whereas fathers spent more time reading the book text. Moreover, maternal and paternal input were correlated with different measures of child language, suggesting that mothers and fathers may use divergent approaches to support language development.

引用

页码：778 / 790

页数：13

共 32 条

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