Citations (54)
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Kelly Burgoyne & Kate Cain. (2022) The Effect of Prompts on the Shared Reading Interactions of Parents and Children with Down Syndrome. International Journal of Disability, Development and Education 69:4, pages 1327-1341.
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Mary Kathryn Requa, Yi-Jui Iva Chen, Robin Irey & Anne E. Cunningham. (2022) Teaching Parents of At-Risk Preschoolers to Employ Elaborated and Non-Elaborated Vocabulary Instruction During Shared Storybook Reading. Journal of Research in Childhood Education 36:1, pages 159-182.
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Rebecca Ward & Eirini Sanoudaki. (2021) Bilingualism in children with a dual diagnosis of Down syndrome and Autism Spectrum Disorder. Clinical Linguistics & Phonetics 35:7, pages 663-689.
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Sinead Lusby & Manuela Heinz. (2020) Shared reading practices between parents and young children with Down syndrome in Ireland. Irish Educational Studies 39:1, pages 19-38.
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Mariarosa Mallardo, Monica Cuskelly, Paul White & Anne Jobling. (2014) Mental Health Problems in Adults With Down Syndrome and Their Association With Life Circumstances. Journal of Mental Health Research in Intellectual Disabilities 7:3, pages 229-245.
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Krithika Nandakumar, Mary Ann Evans, Karine Briand & Susan J Leat. (2011) Bifocals in Down syndrome study (BiDS): analysis of video recorded sessions of literacy and visual perceptual skills. Clinical and Experimental Optometry 94:6, pages 575-585.
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ShayneB. Piasta, JaclynM. Dynia, LauraM. Justice, JillM. Pentimonti, JoanN. Kaderavek & Christopher Schatschneider. (2010) Impact of Professional Development on Preschool Teachers’ Print References During Shared Read Alouds: A Latent Growth Curve Analysis. Journal of Research on Educational Effectiveness 3:4, pages 343-380.
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Anne Katherine van Bysterveldt, Gail Gillon & Susan Foster-Cohen. (2010) Integrated speech and phonological awareness intervention for pre-school children with Down syndrome. International Journal of Language & Communication Disorders 45:3, pages 320-335.
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Articles from other publishers (46)
Pauline Frizelle, Rebecca Allenby, Elizabeth Hassett, Orlaith Holland, Eimear Ryan, Darren Dahly & Ciara O'Toole. (2022) Embedding key word sign prompts in a shared book reading activity: The impact on communication between children with Down syndrome and their parents. International Journal of Language & Communication Disorders 58:4, pages 1029-1045.
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Elizabeth E. Biggs, Allyson P. Arserio, Sarah E. Robison & Madison E. Ross. (2023) Home Literacy Environment and Interventions for Children With Intellectual and Developmental Disabilities: A Scoping Review. Journal of Speech, Language, and Hearing Research 66:6, pages 2118-2140.
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Paulina S. Arango, Jose P. Escobar, Pelusa Orellana, Andrés Aparicio, Katherine Strasser, Ricardo Rosas & Marcela Tenorio. (2023) Study of a set of reading precursors among Chilean children with Down syndrome. Frontiers in Psychology 14.
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Sinem İŞLEK & Figen TURAN. (2023) ERKEN OKURYAZARLIK MÜDAHALESİNDE YAZIYI REFERANS GÖSTERME STRATEJİSİNİN KULLANIMI. Trakya Eğitim Dergisi 13:1, pages 128-140.
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Rachelle Wicks, Marleen Westerveld, Matthew Stainer & Jessica Paynter. (2021)
Prompting visual attention to print versus pictures during shared book reading with digital storybooks for preschoolers with
ASD
compared to
TD
peers
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Susan J. Loveall & Andrea Barton-Hulsey. (2021) Reading Skills in Down Syndrome: Implications for Clinical Practice. Seminars in Speech and Language 42:04, pages 330-344.
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Emily Lund, Carly Miller, W. Michael Douglas & Krystal Werfel. (2020) Teaching Vocabulary to Improve Print Knowledge in Preschool Children With Hearing Loss. Perspectives of the ASHA Special Interest Groups 5:6, pages 1366-1379.
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Krystal L. Werfel & Sara Lawrence. (2020) Improving Conceptual Print Knowledge: A Description of Intervention Considerations for Children With Hearing Loss. Perspectives of the ASHA Special Interest Groups 5:6, pages 1505-1513.
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Haruo Fujino & Yumeho Imatome. (2020) Enhanced learning to improve letter knowledge in children with Down syndrome and severe intellectual disability: A case report. Clinical Case Reports 8:12, pages 2447-2451.
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Andrea Barton-Hulsey, Emily Lorang, Kallie Renfus & Audra Sterling. (2020) Maternal Input and Child Language Comprehension During Book Reading in Children With Down Syndrome. American Journal of Speech-Language Pathology 29:3, pages 1475-1488.
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William H Teale, Colleen E Whittingham & Emily Brown Hoffman. (2018) Early literacy research, 2006–2015: A decade of measured progress. Journal of Early Childhood Literacy 20:2, pages 169-222.
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Laura M. Justice, Jing Chen, Hui Jiang, Sherine Tambyraja & Jessica Logan. (2019) Early-Literacy Intervention Conducted by Caregivers of Children with Language Impairment: Implementation Patterns Using Survival Analysis. Journal of Autism and Developmental Disorders 50:5, pages 1668-1682.
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Christa Haring Biel, Jay Buzhardt, Jennifer A. Brown, Mollie K. Romano, Ciera M. Lorio, Kelly S. Windsor, Louise A. Kaczmarek, Rachel Gwin, Susan S. Sandall & Howard Goldstein. (2020) Language interventions taught to caregivers in homes and classrooms: A review of intervention and implementation fidelity. Early Childhood Research Quarterly 50, pages 140-156.
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Jamie Zibulsky, Christine Casbar, Tamar Blanchard & Chelsea Morgan. (2019) Parent question use during shared reading time: How does training affect question type and frequency?. Psychology in the Schools 56:2, pages 206-219.
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Laura M. Justice, Jessica Logan & Joan N. Kaderavek. (2017) Longitudinal Impacts of Print-Focused Read-Alouds for Children With Language Impairment. American Journal of Speech-Language Pathology 26:2, pages 383-396.
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Marleen Westerveld & Anne K. van Bysterveldt. (2017) The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome. Folia Phoniatrica et Logopaedica 69:1-2, pages 43-53.
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Matthew R. DuBois, Robert J. Volpe, Matthew K. Burns & Jessica A. Hoffman. (2016) Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students. Journal of School Psychology 59, pages 39-53.
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Paola Colozzo, Leah McKeil, Jill M. Petersen & Amanda Szabo. (2016) An Early Literacy Program for Young Children with Down Syndrome: Changes Observed over One Year. Journal of Policy and Practice in Intellectual Disabilities 13:2, pages 102-110.
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Zhen Chai, Kevin M. Ayres & Cynthia O. Vail. (2016) Using an iPad App to Improve Phonological Awareness Skills in Young English-Language Learners With Disabilities. Journal of Special Education Technology 31:1, pages 14-25.
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Laura M. Justice, Jessica R. Logan & Laura Damschroder. (2015) Designing Caregiver-Implemented Shared-Reading Interventions to Overcome Implementation Barriers. Journal of Speech, Language, and Hearing Research 58:6.
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Qilong Zhang. (2015) The Voice of the Child in Early Childhood Education Research in Australia and New Zealand: A Systematic Review. Australasian Journal of Early Childhood 40:3, pages 97-104.
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Amy S. Pratt, Laura M. Justice, Ashanty Perez & Lillian K. Duran. (2015) Impacts of parent-implemented early-literacy intervention for Spanish-speaking children with language impairment. International Journal of Language & Communication Disorders 50:5, pages 569-579.
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Laura M. Justice, Jessica A. R. Logan, Joan N. Kaderavek & Jaclyn M. Dynia. (2015) Print-Focused Read-Alouds in Early Childhood Special Education Programs. Exceptional Children 81:3, pages 292-311.
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Blake D. Hansen, Jamie P. Wadsworth, Mallory R. Roberts & Tawni N. Poole. (2014) Effects of naturalistic instruction on phonological awareness skills of children with intellectual and developmental disabilities. Research in Developmental Disabilities 35:11, pages 2790-2801.
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Shayne B. Piasta. (2014) Moving to Assessment-Guided Differentiated Instruction to Support Young Children's Alphabet Knowledge. The Reading Teacher 68:3, pages 202-211.
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Kelly Burgoyne, Fiona Duff, Maggie Snowling, Sue Buckley & Charles Hulme. (2013) Training phoneme blending skills in children with Down syndrome. Child Language Teaching and Therapy 29:3, pages 273-290.
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Christopher J. Lemons, Alicia A. Mrachko, Douglas E. Kostewicz & Matthew F. Paterra. (2012) Effectiveness of Decoding and Phonological Awareness Interventions for Children with down Syndrome. Exceptional Children 79:1, pages 67-90.
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Pascal Lefebvre, Natacha Trudeau & Ann Sutton. (2011) Enhancing vocabulary, print awareness and phonological awareness through shared storybook reading with low-income preschoolers. Journal of Early Childhood Literacy 11:4, pages 453-479.
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Christopher J. Lemons & Douglas Fuchs. (2010) Modeling Response to Reading Intervention in Children With Down Syndrome: An Examination of Predictors of Differential Growth. Reading Research Quarterly 45:2, pages 134-168.
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Patricia Cleave. (2009) Literacy Development in Individuals With Down Syndrome. Perspectives on Language Learning and Education 16:3, pages 104-108.
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