Parental Accounts of Home-Based Literacy Processes: Contexts for Infants and Toddlers with Developmental Delays

Abstract

The early childhood years are critical for literacy development, and there is evidence that the home environments of young children with delays or disabilities are not as rich in literacy opportunities as those of their typically developing peers. The purpose of this study was to obtain information about how parents of infants and toddlers with mild developmental delays viewed literacy processes occurring within their homes and how they may be influencing their children. Interviews and home tours were conducted with 10 families who had a child between the ages of 12 and 36 months with a mild delay and who were receiving services from the state birth-to-three program. Transcripts were qualitatively analyzed with the assistance of QSR NUD*IST computer software. Thematic analysis revealed that parents' understanding of "literacy" included more than simply reading to their children. Parents valued literacy skills, both for themselves and their children, and made available a variety of literacy-related artifacts and opportunities for their children. Parent-child storybook reading and computer usage were discussed more frequently relative to writing/drawing opportunities and usually were deemed more developmentally appropriate. Older siblings often seemed to be more successful at gaining and maintaining younger children's interest in literacy-related activities than the parents or teachers. Parents believed their children were capable individuals, but many felt it was "too soon" to estimate how the children would cope with future obstacles to reading and writing. Implications for researchers and early interventionists are discussed.