Abstract
AbstractYoung children with Down syndrome (DS) have language delays beginning early in life. Book reading with parents provides a context for capitalizing on language learning opportunities. This study evaluated the quantity and quality of language input among mothers and fathers of young children with DS during book reading interactions and investigated associations with child language. Findings revealed that mothers were more talkative and used more descriptive language, whereas fathers spent more time reading the book text. Moreover, maternal and paternal input were correlated with different measures of child language, suggesting that mothers and fathers may use divergent approaches to support language development.
Funder
Eunice Kennedy Shriver National Institute of Child Health and Human Development
National Institute on Deafness and Other Communication Disorders
Publisher
Cambridge University Press (CUP)
Subject
General Psychology,Linguistics and Language,Developmental and Educational Psychology,Experimental and Cognitive Psychology,Language and Linguistics
Cited by
6 articles.
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