Shared Book Reading in Young Children with Developmental Delay and Typical Development

• Main Authors: Hsin-YuWang, 王歆瑜
• Other Authors: Yea-Shwu Hwang
• Format: Others
• Language: en_US
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/kmhc9e

碩士 === 國立成功大學 === 職能治療學系 === 105 === A large body of research has shown that shared reading can promote language and cognitive development of children. However, the prevalence of the shared reading activity in young children with typical development (TD) and developmental delay (DD) was still unknown. In addition, few studies have investigated maternal behaviors during shared reading with children with developmental delay. Therefore, the aims of this study were to compare the prevalence of shared reading activities in young children with TD and DD and to analyze the reading behavior of their mothers in shared reading activity based on a model proposed by Whitehurst. Besides, we would like to identify which factors were related to the quantity of shared reading and maternal reading behavior in both groups of children. Children aged from 8-36 months were recruited, 61 for children with TD and 24 for children with DD. The demographic questionnaire was provided before the assessment, and the language development of children was assessed by the language subtest of the Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT). The interaction between mothers and their child during shared reading was videotaped and maternal behaviors were coded using a self-designed dialogic reading evaluation form. The multiple regression and the logistic regression were used to test the difference in reading activities at home and maternal reading behaviors between the two groups. Additionally, the Pearson’s correlation coefficient and Spearman’s rank correlation coefficient were used to analyze the relationships between demographic factors and the reading activities as well as maternal reading behaviors. The results indicated that after controlling for child’s age and maternal educational level, the age at the beginning of shared reading in children with DD was older than that of children with TD (p=.004). Children with DD were less likely to have shared reading routine at home (p = .003), and the amount of children’s books at home was significantly fewer than children with TD (p 〈 .001). In addition, the results of correlation revealed that in the TD group, child’s age was significantly related to the length of time spent in per reading, reading routine in the past month, and the amount of children’s book at home, in contrast, a significant correlation with the age reported initiated reading was child’s age and family SES in the DD group. In addition, group was not a predictor for the total number of DR strategies used by mothers in shared reading, but there was a significant difference in the amount of the strategy of “naming and pointing” (p=.002) used by mothers between the two groups. Besides, the result of chi-square method indicated that the proportion of mothers of the DD group tended to be lower than the TD group using the strategy of “praise and encourage” (p=.065). The result of linear regression analysis indicated that mother-child reading frequency was significantly contributed to the total used number of strategies (p=.031) in the TD group. In the DD group, child’s age and language developmental age, and maternal educational level were significantly correlated with the total number of strategies. The present study demonstrated that it was important to propagandize the benefits of shared reading to parents of children with DD and support them to maintain the reading routine at home. In addition, of 10 DR strategies, the strategies, “pointing and naming”, “asking questions” and “connect the story with children’s own experiences” were often used by mothers; however, other 5 strategies were less frequently used by them in shared reading. Therefore, when and how to use those strategies in shared reading may need to be particularly emphasized to parents of children aged below 3 years old in the future shared reading promotion program.