Article title: Shared reading practices between parents and young children with Down syndrome in Ireland
Authors: Sinead Lusby and Manuela Heinz
Journal: Irish Educational Studies
DOI: https://doi.org/10.1080/03323315.2020.1729836
The article was originally published with incorrect paragraph location. The fourth paragraph in page 3 was incorrectly included in the article. The paragraph should appear in page 9, after the sub-heading Duration of parent–child shared reading in the Findings section as below,
Frequency of shared-reading between study children and other family members/carers
87.3% of respondents reported that other family members/carers also engaged the respondent’s child with Down syndrome in shared reading. The most common form of additional shared reading was ‘other parent-child’ shared reading, with 43.4% of all respondents reporting that the child’s ‘other parent’ read with the child several times a week (30.7%) or daily (12.7%). Others engaging the child in shared reading several times a week/daily included grandparents (9.5%), siblings (14.3%) and carers (15.4%). While it is encouraging to see that nearly half of the participants, who were mostly mothers, indicated that the other parent, subsequently mostly fathers, also engaged their children in relatively regular shared reading activities, the data clearly demonstrates that mothers’ involvement in their children’s education through shared reading is significantly more intensive than that of any other family member. This observed imbalance reflects the ongoing relevance of the culturally dominant concept of maternal care which Hays (1996) termed ‘the ideology of intensive mother- ing’. According to O’Brien (2007), ‘research suggests that women feel they must do this work under a moral imperative that ties them to caring’.
The online version has been corrected.