Home Literacy Environment and Its Role in the Achievement of Preschoolers With Disabilities

Carlson, Elaine; Bitterman, Amy; Jenkins, Frank J.

doi:10.1177/0022466910371229

Cited by 17 publications

(16 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Carlson, Bitterman, and Jenkins ( 2012 ) used data from the Pre-Elementary Education Longitudinal Study ( PEELS ) to examine associations between the home literacy environment and measures of oral language for young children with various disabilities. For children with "low severity disabilities" (p. 74), but not children with moderate to severe disabilities, home literacy practices predicted children's oral language in ways similar to that found for typically developing children, although the associations were somewhat weaker.…”

Section: Resultsmentioning

confidence: 99%

Handbook of Early Childhood Special Education

Reichow

Boyd

Barton

et al. 2016

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 99%

Handbook of Early Childhood Special Education

Reichow

Boyd

Barton

et al. 2016

View full text Add to dashboard Cite

“…Evidence suggests that the home literacy environment is an important factor in the development of the DS child's speech and language skills, especially when the child actively participates during joint story reading (Bracken & Fischel 2008;Van Bysterveldt, Gillon & Moran 2006). However, this environment is not the only significant predictor of the receptive vocabulary and reading comprehension of learners with moderate to severe disabilities (Carison, Bitterman & Jenkins 2012).…”

Section: 6mentioning

confidence: 93%

“…Another factor which can influence pre-schooler's oral and literacy skills is the oral and written language skills of the parents (Taylor 2011). The home literacy environment of 3 to 5 year olds with no or less severe disabilities is a significant predictor of their receptive vocabulary and reading comprehension in later years (Carison, Bitterman & Jenkins 2012;Roberts, Jurgens & Burchinal 2005).…”

Section: Three Months and Oldermentioning

confidence: 99%

Educating Learners with Down Syndrome Successfully: A Narrative Journey

Brynard

2014

MJSS

View full text Add to dashboard Cite

The aim of the article is to illustrate the important role that parents can play in the development of the education of learners with Down syndrome (DS). A literature review was done to obtain background information on the concept DS and on the history and possibilities of education for learners with DS, as well as on the role of the parent in the management of the education of learners with DS. A qualitative case study, focusing on the narrative approach was implemented to illustrate the management of the educational opportunities and thus, the self-actualisation of all learners with DS. The educational history of an academically successful girl with DS was followed in order to establish what lay behind her success. From the findings it can be deduced that parents and educators should collaborate to enhance the educational opportunities of learners with DS. The contribution this article makes is to convey to educators and parents the important role they can play in the advancement of the education of learners with DS, as a possible way to give these learners a better chance to live a meaningful life. The assumption is that if learners with DS receive optimal stimulation and encouragement from their parents and teachers in collaboration with one another, from an early age, their educational skills and self-actualisation will benefit to a large extent. This will improve their opportunities to become valued human beings.

show abstract

“…As for typically developing children, parental provision of home literacy activities is also associated with enhanced academic outcomes among preschoolers with disabilities (Carlson et al, 2012). Longitudinally, the frequency with which parents report being involved in preschool and kindergarten is associated with fewer years of special education placement for children by eighth grade (Miedel & Reynolds, 1999).…”

Section: Parent Involvement In Educationmentioning

confidence: 99%

Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes

Lee

Clinton

Rispoli

et al. 2016

Child & Family Social Work

View full text Add to dashboard Cite

This study examined associations among Head Start attendance, individualized education programmes (IEPs), parental behaviours and child outcomes in a sample of five‐hundred and seventy 3‐ to 4‐year‐old children with disabilities. Home language, number of disabilities and Head Start enrollment were associated with having an IEP. Parents of children with IEPs and those who participated in Head Start used more social services, while social support was more prevalent for parents of non‐Head Start children with IEPs. For all children, frequent parental book reading, greater number of books in the home and greater perceived social support among parents were associated with favourable cognitive and social–emotional outcomes. Greater social service use was adversely associated with reading scores only for non‐Head Start children. Findings highlight the need for inclusive IEP policies and Head Start programmes for parents regarding access to special education supports for children who demonstrate developmental concerns. Participation in Head Start may buffer negative effects of social service use on children's reading skill development, although more research is needed to uncover the specific mechanisms responsible for this association.

show abstract

Home Literacy Environment and Its Role in the Achievement of Preschoolers With Disabilities

Cited by 17 publications

References 18 publications

Handbook of Early Childhood Special Education

Handbook of Early Childhood Special Education

Educating Learners with Down Syndrome Successfully: A Narrative Journey

Individualized education programmes and parental behaviours for children with disabilities: moderation effects of head start on children's developmental outcomes

Contact Info

Product

Resources

About