A Microgenetic Comparison of Maternal Scaffolding Strategies During Joint Book-Reading by Mothers of Children With and Without Down Syndrome
Bair, Pauline Helen
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https://hdl.handle.net/2142/80159
Description
Title
A Microgenetic Comparison of Maternal Scaffolding Strategies During Joint Book-Reading by Mothers of Children With and Without Down Syndrome
Author(s)
Bair, Pauline Helen
Issue Date
1997
Doctoral Committee Chair(s)
McCollum, Jeanette A.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Early Childhood
Language
eng
Abstract
Although small sample sizes suggest caution in generalizing these results to other samples, they suggest that a child's level of mastery influences appropriate choice of discourse. Instructional strategies that are commonly used in preschool group book-reading are useful for many different children, and individualized adaptations can be inserted into classroom discourse. Results indicate that becoming a reader of picture books is a complex but adaptable process that is accessible to children across a broad range of developmental trajectories.
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