Home Literacy Environment and Interventions for Children with Intellectual and Developmental Disabilities: A Scoping Review

Autor/inn/en	Biggs, Elizabeth E.; Arserio, Allyson P.; Robison, Sarah E.; Ross, Madison E.
Titel	Home Literacy Environment and Interventions for Children with Intellectual and Developmental Disabilities: A Scoping Review
Quelle	In: Journal of Speech, Language, and Hearing Research, 66 (2023) 6, S.2118-2140 (23 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Biggs, Elizabeth E.) ORCID (Arserio, Allyson P.) ORCID (Robison, Sarah E.) ORCID (Ross, Madison E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Family Environment; Children; Intellectual Disability; Developmental Disabilities; Parent Attitudes; Parenting Styles; Parent Child Relationship; Reading Strategies; Individual Characteristics; Diversity; Research Methodology; Literacy; Family Characteristics; Reading Materials; Reading Habits + Suchen Sie Ihr Suchwort? Familienmilieu; Child; Kind; Kinder; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Reading strategy; Leselernstufe; Lesetechnik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Research method; Forschungsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Reading habit; Lesegewohnheit
Abstract	Purpose: The aim of this scoping review was to map the research literature published in English and in peer-reviewed journals related to the home literacy environment of children and youth aged 3-21 years with intellectual and developmental disabilities (IDD) who have significant support needs, including children with complex communication needs. Method: A systematic search was conducted in four databases, along with forward and backward searching. The search yielded 60 studies, which included intervention and nonintervention studies. Data were charted related to participant characteristics, study focus, intervention components, study design and methodological rigor, and study results. Results: Findings provided insight into multiple dimensions of the home literacy environment for children with IDD, including the nature of parent views, practices, and interaction styles during shared reading. Findings also revealed gaps in the literature, specifically related to (a) limited representation of subgroups of children and youth with IDD, (b) limited representation of diverse families and caregivers, and (c) concerns about methodological quality. Conclusion: This review identifies important directions for future research and suggests ways to improve the design and delivery of home literacy interventions for children and youth with IDD and their families, including through family-centered and culturally responsive models. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01