Figures & data
Figure 1. Importance of formal and informal home learning activities on reading outcomes (model based on Sénéchal & LeFevre, Citation2002).
Table 1. Socio-economic status (highest level of formal education) of the parent respondents (n = 66).
Table 2. Background characteristics of the individuals with neurodevelopmental disorders (n = 66).
Table 3. Independent samples t-test of respondent’s ratings of degree of challenge for participants with Williams syndrome (Williams syndrome) and Down Syndrome (Down syndrome).
Table 4. Spearman's correlation of age and reading ability with reported degree of task challenge.
Figure 2. The percentage of responses from parents describing the reading ability of their child
Figure 3. The percentage of respondents who indicated using formal instructional and informal materials in the HLE with their child with Down syndrome versus William syndrome
Figure 4. The percentage of responses from carers representing amount of time spent per day engaging in formal activities.
Figure 5. The percentage of responses from carers representing amount of time spent per day engaging in informal activities.
Table 5. Spearman's correlation of factors measuring reading ability, formal activities (FA) and informal activities (IA) for Williams syndrome and for Down syndrome