Research in developmental disabilities · 2025
"I love it…I love that story": The perspectives of children with Down syndrome and their mothers on reading experiences at home.
СтатьяНазвание и аннотация: Перевод в очереди
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Cebula Katie, McGeown Sarah
Аннотация
PURPOSE: Home literacy practices play an important role in shaping the reading development of children with Down syndrome. However, the majority of research to date has been quantitative in nature, and very little has included children's own perspectives and experiences. This study aimed to provide new research insights into the home literacy practices and reading experiences of children with Down syndrome, from the perspective of the children and their parents.
METHODS: There were 19 participants from ten families: ten mothers participated in semi-structured interviews, exploring their views of their child's reading experiences and how they supported their child's reading development; nine children with Down syndrome (aged 5-13 years) participated in a 'book tour' and conversation about reading. Reflexive thematic analysis was used to develop themes from the mothers' data, and children's data were categorised.
RESULTS: Mothers and children both described a diversity of reading experiences within the home. Mothers also highlighted: reading as a source of comfort and connection; the need for flexible and child-led reading routines and strategies which respond to the individual child and their developmental stage; and the complexities of navigating book choice and format. Children also shared clear and positive views about particular books and about being read to by family members.
CONCLUSION: While some home-based reading practices and experiences share parallels with neurotypical children, many related more specifically to Down syndrome, and highlight the importance of syndrome-specific explorations of reading which focus on understanding both socio-affective and cognitive aspects of reading development and experience.
METHODS: There were 19 participants from ten families: ten mothers participated in semi-structured interviews, exploring their views of their child's reading experiences and how they supported their child's reading development; nine children with Down syndrome (aged 5-13 years) participated in a 'book tour' and conversation about reading. Reflexive thematic analysis was used to develop themes from the mothers' data, and children's data were categorised.
RESULTS: Mothers and children both described a diversity of reading experiences within the home. Mothers also highlighted: reading as a source of comfort and connection; the need for flexible and child-led reading routines and strategies which respond to the individual child and their developmental stage; and the complexities of navigating book choice and format. Children also shared clear and positive views about particular books and about being read to by family members.
CONCLUSION: While some home-based reading practices and experiences share parallels with neurotypical children, many related more specifically to Down syndrome, and highlight the importance of syndrome-specific explorations of reading which focus on understanding both socio-affective and cognitive aspects of reading development and experience.