Journal of applied research in intellectual disabilities : JARID · 2026
Educators' Book Selection in Shared Book Reading: A Case From an Early Intervention Centre for Children With Down Syndrome.
СтатьяНазвание и аннотация: Перевод в очереди
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Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Phoon Hooi San, Low Hui Min, Lim Jia Chuan
Аннотация
BACKGROUND: Language development in individuals with Down syndrome (DS) is often delayed, requiring targeted interventions. Shared Book Reading (SBR), an evidence-based approach, supports language and pre-literacy skills through interactive reading. For children with DS, selecting suitable books is vital due to their unique intellectual and linguistic profiles.
METHOD: This study examined books used by educators during SBR with young children with DS and factors influencing selection. Using a mixed-methods design, data from 13 educators at a Malaysian early intervention centre were gathered through a survey and an open-ended question.
RESULTS: Results showed a strong preference for picture storybooks, followed by sensory and wordless books among educators. Seven factors guided choices: simple language; clear visuals; developmental level; interest and engagement; format and interactivity; rhythmic and repetitive language; and conceptual simplicity.
CONCLUSION: Findings inform educators, curriculum designers, and policymakers, supporting guidelines for developmentally appropriate, inclusive reading materials to enhance language and literacy outcomes.
METHOD: This study examined books used by educators during SBR with young children with DS and factors influencing selection. Using a mixed-methods design, data from 13 educators at a Malaysian early intervention centre were gathered through a survey and an open-ended question.
RESULTS: Results showed a strong preference for picture storybooks, followed by sensory and wordless books among educators. Seven factors guided choices: simple language; clear visuals; developmental level; interest and engagement; format and interactivity; rhythmic and repetitive language; and conceptual simplicity.
CONCLUSION: Findings inform educators, curriculum designers, and policymakers, supporting guidelines for developmentally appropriate, inclusive reading materials to enhance language and literacy outcomes.