Shared book reading as a context for language intervention for children with Down syndrome: a mini-review

Frontiers in Psychology

Psychology

Kelly Burgoyne¹  Vesna Stojanovik²  Emma Pagnamenta²  Mirjana Jeremic² 

[1] Manchester Institute of Education, University of Manchester, Manchester, United Kingdom;School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom;

关键词: Down syndrome;    intervention;    language;    communication;    shared book reading;   

DOI  :  10.3389/fpsyg.2023.1176218

 received in 2023-02-28, accepted in 2023-04-17,  发布年份 2023

来源: Frontiers

【 摘 要 】

Acquiring language and communication skills is one of the biggest challenges for children with Down syndrome (DS). However, few evidence-based interventions exist to enhance the development of language and communication in this population. Shared book reading (SBR) is well-established as an effective intervention for language and communication development of typically developing children, and evidence of the possible effectiveness of this approach for those at risk of language difficulties is emerging. This paper provides a mini-review of the existing evidence for SBR in relation to language and communication outcomes for young children with DS. A systematic literature search was conducted with the following inclusion criteria: children with DS aged 0–6;11 years, SBR, language or communication outcomes. The results show that interventions which incorporate SBR strategies are associated with improved language and communication outcomes for young children with DS, improved parental sensitivity, and continuing implementation of SBR strategies following intervention instruction. However, evidence is limited in scope, of low quality, including mostly single case studies, with only one study having a control group. We conclude that although SBR may hold promise as a possible intervention, further research is essential to establish what specific components of SBR intervention are most effective for young children with DS and what further adaptations are needed to accommodate the cognitive profile and variability within this population.

【 授权许可】

Unknown   
Copyright © 2023 Jeremic, Stojanovik, Burgoyne and Pagnamenta.